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"It is the policy ot Eckerd College not to discriminate on the basis ot sex, race, 

color, or national or ethnic origin in its educational programs, activities, 

admissions, or employment policies as required by Title IX of the 1972 

education amendment and other federal and state legislation. Inquiries 

regarding compliance with Title IX and other non-discriminatory codes may be 

directed to Dr. Richard Hallin, Provost, Eckerd College, St. Petersburg, Florida 

33733; 813/867-1166; or the Director of the Office of Civil Rights, Department 

of HEW, Washington, D.C. Eckerd College is an equal opportunity employer." 

.-: " 


The Academic Program 2 

The Mentor 2 

Autumn Term 2 

Modular Calendar 2 

The Values Sequence 3 

Modes of Learning 3 

Winter Term 4 

The Collegium Concept 4 

Foundations Collegium 4 

Upper Division Collegia 5 

Behavioral Science Collegium 5 

Comparative Cultures Collegium 5 

Creative Arts Collegium 5 

Letters Collegium 5 

Natural Sciences Collegium 6 

Majors and Areas of Concentration 6 

Pre-Professional Programs 6 

Teacher Education 6 

Engineering and Applied Science 6 

The Eckerd College Library 7 

Learning Resources Center 7 

Special Academic Programs 
International Education 
Off-Campus Programs 
Career Development 
Summer Term 
Academic Policies 

Degree Requirements 

Honors at Graduation 

Academic Credit 

Registration and Study Lists 


Evaluation and Records 

Scholarship Requirements 

Course and Project Listings 
Autumn Term (Foundations) 
Collegia and Disciplines 
Winter Term 

Campus and Student Life 


Expenses and Financial Aid 

Faculty, Administration, Boards 







Eckerd College is a small, private, fully 
accredited, church-related, co-educational 
four year liberal arts college in St. Petersburg, 
Florida. These words provide a definition in a 
nutshell of what we are, but they fall far short 
of describing the spirit of the seventeen-year- 
old learning community which had as its 
founding charge "to select, produce and 
define excellence." 

Founded in 1958 as Florida Presbyterian 
College, the college admitted its first students 
in 1960, graduated its first class in 1964. In 
1972 the college changed its name to Eckerd 
College to honor Jack M. Eckerd, a prominent 
Florida businessman whose gifts and commit- 
ment to the college have helped to ensure its 

The college, which is related by covenant to 
the Presbyterian Church, U.S. and the United 
Presbyterian Church, U.S.A., is Christian, but 
nonsectarian and ecumenical. In a statement 
adopted in 1976, the Board of Trustees, the 
faculty and the church described the relation- 
ship as follows: 

"The Church and the College are complemen- 
tary institutions with their own appropriate 
purposes and functions. The Church pro- 
claims the Gospel and serves the world 
through a ministry of care and concern; the 
College is definitely a part of the community 
ministered to by the Church. The College 

develops and propagates knowledge, values, 
and humane understanding within a com- 
munity that is seeking to know the truth; the 
Church, as she seeks to learn God's will, is a 
part of that community. Together in the same 
world and under the same Lordship, the 
Church and the College fulfill their own pur- 
poses in their own distinctive ways. 

"The Church supports the College as an instru- 
ment of the Church's witness in the world of 
higher education, with the goal of making 
men and women whole in competence and 
conscience; and the College affirms this 
understanding. However, the proper relation- 
ship between the two institutions is one of 
freedom, a freedom in which each is able to 
fulfill its responsibilities in the most effective 
manner. Both the Church and the College 
recognize this freedom and proclaim it gladly. 
The Church and the College find unity in the 
central article of faith - God's ultimate Word 
to man as spoken in Jesus the Christ." 

Eckerd realizes that personalized education is 
the unique distinction of a small college and 
thus recognizes the variety of individual 
needs and preferences. The Eckerd catalog is 
intended to inform students of both general 
policies and practices and specific rights and 
opportunities. It is the student's responsibility 
to read and understand this catalog as our 
agreement between the individual and the 


From the day Eckerd College (then known as 
Florida Presbyterian College) opened its doors, it 
has earned a reputation for heading in bold new 
directions as an institution — and for opening 
bold new directions in learning to its students. 

Continuously, the College has looked for super- 
ior methods of educating its students. As evi- 
denced by the fact that Eckerd recently was rated 
in the top 10% of American colleges and univer- 
sities, Eckerd has never sought such methods just 
for the sake of being "different." Each innova- 
tion tested had to prove that it was superior to 
more traditional methods of education before it 
became part of the academic program. For 
example, in reading other college literature, you 
probably have come across such expressions as 
"4-1-4," "winterim," "miniterm," "interim," or 
"winter term." (All of them mean essentially the 
same thing: separating the two terms of an 
academic year with a one-month period of 
independent study.) The winter term is an Eckerd 
concept. This innovation was created and tested 
first on the Eckerd College campus; then other 
collegesfound it so exciting that they adopted it. 

Since the creation of the winter term in 1960, 
Eckerd has discovered and implemented even 
more innovative ways of teaching. Perhaps the 
best way of providing you with an understanding 
of the Eckerd experience is to take you on a 
"verbal tour" of the academic program. 


Shortly after you have been accepted as an 
Eckerd student, you will receive material about 
selection of a "Mentor." The original Mentor was 
the guide and companion of Odysseus. As you 
are, in a sense, embarking on your own odyssey, 
it is only fitting that you have your own Mentor. 

Throughout your career at Eckerd, you will have 
continuing support and counsel from a faculty 
Mentor, who is more than the conventional 
"faculty advisor." Mentors are faculty members 
who have been specially trained to help you in 
your academic program, career planning, and 
personal growth. You choose your own Mentor 
before you enter Eckerd, from a descriptive list 
of Mentors and projects. In your Freshman year 
you will take at least one course from your 
Mentor, and together you will work out the rest 
of your academic program for the first academic 

When you become an upperclass student, you 
will choose a new Mentor — a specialist in your 
area of academic concentration. The two of you 
will continue to plan your academic program, 
including independent and directed studies, 

internships, off-campus programs, work experi- 
ence, career planning, foreign study, and the 
many other options that Eckerd offers. 


You will startyour Eckerd experience in the latter 
part of August, when you enroll for autumn 
term. The traditional phrase for this experience is 
"Freshman orientation" — but autumn term is 
deeper, wider, longer, and much more sign if i- 
cantthan "orientation." Autumn term lasts three 
weeks. It is designed for Freshmen only, and 
provides an intensive foretaste of college living 
and college academic work. 

During autumn term you will take one academic 
project, for credit, from your Mentor. This 
project is stimulating in content, teaches basic 
academic skills, and focuses on the interdisci- 
plinary nature of learning. The course will give 
you a clear idea of what is expected of you at 

You will learn about living in the college com- 
munity from the student Resident Advisor in 
your dormitory, who is on hand during autumn 
term to helpyou make the transition into college 
life. By the time the upperclass students return in 
September, you will be well established in 
campus life. 


In testing its winter term over a decade ago, 
Eckerd discovered that the traditional academic 
calendar (two semesters broken up by several 
short vacation periods and one long summer 
vacation) is not necessarily the best calendar for 
all subjects or students. Now Eckerd has adopted 
a pattern for the academic year that splits each 
semester into two seven-week modules, and 
adds almost a month of special projects for 
Freshmen (autumn term), while retaining winter 
term. Freshmen are not required to take winter 
term (January) because they have completed 
autumn term. 

During the three-week autumn term and the 
four-week winter term, you will take only one 
academic project. In each of the two seven-week 
modules of the fall term and spring term, most 
students take two courses. By splitting the 
semesters into seven-week modules, and asking 
you to take only two courses during each 
module, Eckerd gives you a chance to concen- 
trate more fully on the material and methods you 
are studying, and to get more from them. About 
half of all Eckerd courses are offered in the more 
intensive seven-week modules; others require 
the full semester (14 weeks), depending upon 

which time period is better for your learning and 
for presentation of the subject matter. 

The modular calendar also provides more points 
of entry in the academic schedule. You may 
want to take some time for independent study, 
foreign study, an off-campus project, work ex- 

perience, or to replenish your finances. The 
Eckerd program gives you a choice of time spans 
in which to do so: the month-long winter term, 
the seven-week module, the 14-week term, or 
the entire academic year. 

Freshman Modular Calendar 






Module I 
7 weeks 

Module II 

7 weeks 

4 weeks 

Module III 
7 weeks 

Module IV 

Project and 



Modes of 




Modes of 








nth same Mentor 


tTwo term-long <. 
oi two modular courses 

> be taken instead 

Upperclass Modular Calendar 


Module 1 
7 weeks 

Module II 


Module III 
7 weeks 

Module IV 
7 weeks 








Elective 1 

Elective t 

Elective t 

Heoive V 

be take i instead 


In each of your four years at Eckerd, you will par- 
ticipate in the Values Sequence, an essential part 
of education at Eckerd because the knowledge 
and understanding you acquire in these courses 
will be an essential part of you for the rest of your 
life. These are the only courses required of all 
students at Eckerd; so you can see that you have 
ample opportunity to select your own subjects. 

The Values Sequence is an expression of our 
belief that one must educate the whole person, 
and that professional, career-oriented education 
is deficient unless it is placed within a wider 
context of thought. Values Sequence courses 
consist of lectures, small discussion groups, 
seminars, and individual study of written work. 
The series concentrates on helping you to under- 
stand yourself and your beliefs, and the beliefs of 
other cultures, so that you can learn how to 
evaluate critical issues of the day and eventually 
formulate your own value system, or philosophy, 
to live by. We feel that this is essential to the 
development of a truly educated mind as well as 
to a happy, productive life. 

In your Freshman year, you will take Values 
Seminars that explore the Jewish and Christian 
heritages and examine the questions of the con- 
temporary world in the light of these traditions. 
As a Sophomore, you will choose from courses 
that concentrate on cultures other than your 

own: African, Asian, European, and Latin Ameri- 
can. Your Junior seminar will relate to your field 
of academic concentration. Senior seminars 
take up the practical issues of application of 
learning, career choices, and the total college 


Eckerd spends an extraordinary amount of time 
teaching you how to learn, for regardless of what 
your life's work may be, you will advance further 
and faster if you know the fundamentals of 
learning itself. During your Freshman year, you 
will be required to take two Modes of Learning 
courses, one from each of two different collegia. 
There is good reason for this requirement. These 
courses teach you the skills you will need to 
assimilate more advanced work. You will learn 
how to think — analyze, synthesize, evaluate. 
You will learn how to get the most out of 
independent study and the various off-campus 
experiences you can elect in your last three 
years. You will sharpen your communication 
skills, oral and written, so you can articulate 
what you have learned. The Modes of Learning 
classes also are open to upperclass students who 
wish to review these skills or who wish to cross 
over into collegia other than that of their major 
field of interest. 



Winter term is a special four-week period in Jan- 
uary, with emphasis on independent study. You 
may enroll in projects designed by professors, or 
design your own and obtain the sponsorship of a 
professor. Most winter term projects are related 
to a central theme or themes, such as the envi- 
ronment, nutrition, the 21st century, our Ameri- 
can neighbors, and Florida. 

All winter term projects must have academic 
merit and are judged by rigorous standards. A 
typical project requires you to select a subject, 
gather information, organize it, and present it as 
a paper, a short story, a painting, a performance, 
or a piece of equipment. Freshmen may take a 
winter term project, in addition to autumn term, 
for course credit toward graduation, while 
Juniors ordinarily do a project in their major or 
area of concentration. 

Many colleges have followed Eckerd College's 
example in adopting a winter term program, 
making it possible to exchange students and to 
increase the range of projects offered. Eckerd 
College also cooperates with other 4-1-4 colleges 
in sponsoring winter term projects abroad or in 
major cities and interesting locations in the 
United States. Many winter term projects 
include as much as eight contact hours per week, 
which meets the Veteran's Administration stan- 
dards for full tuition benefits. 


During the past few years, educators have 
become aware that the traditional division of 
learning into academic "departments" is not 
necessarily the best or the only way to give struc- 
ture to the educational process. Newly popular 
among colleges is the "interdisciplinary" major, 
in which the student combines courses from two 
or more departments to form an individual 
academic program. At Eckerd, we have estab- 
lished interdisciplinary "collegia," which en- 
courage new combinations of studies and 
demonstrate the interrelatedness of knowledge. 

The word "collegium" goes back to medieval 
days, when it meant a fellowship of equals (i.e., 
persons communicating without artificial obsta- 
cles to discourse) pursuing a common objective 
(which in Eckerd's case is learning). The word 
vividly describes what we're trying to do: to bring 
you (the student) together with a highly know- 
ledgeable person (the professor) in an atmos- 
phere where you are not restrained from 
debating freely, challenging one another's view- 
points, learning together. 

In a collegium, subjects are grouped according 
to the intellectual discipline required to master 
them. You learn mathematics and physics in 

similar ways, for example; but you learn dance 
differently, and a foreign language in still 
another way. 

Each Eckerd faculty member chooses to affiliate 
with a particular collegium, depending upon his 
approach to his subject. You will do the same. At 
the end of your Freshman year you will focus 
upon a major or area of concentration and the 
collegium which best suits your perception of 
that study. 

Of course, your concentration does not have to 
lie in a single field, such as history or biology. 
You can create your own concentration by com- 
bining those studies that will help you achieve 
your career or professional goal. For example, if 
you wish to become an environmental econo- 
mist, you can combine economics and biology, 
thus creating your own concentration to fit your 
own goal. The collegium concept makes this 
interdisciplinary approach to learning a natural 
one that is easy fo accomplish. 

Eckerd sees the members of a collegium — 
students and faculty alike — as partners in learn- 
ing. Professors bring high expectation to the 
learning process; students are expected to 
become independent learners and researchers, 
able to take maximum advantage of their pro- 
fessors' strong qualifications. Each collegium 
has its own decision-making group, composed of 
professors and students, which gives students an 
important voice in the academic decisions of the 


As a Freshman, you will enter Eckerd College as a 
member of the FoundationsCollegium. This pro- 
gram differs from the other collegia. It is devoted 
to learning how to accomplish independent, 
self-motivated study and thought at the college 
level, acquiring the background to understand 
humanity's search for values and meaning, 
learning the principal modes in which the mind 
does its work, exploring various disciplines, and 
making a sound beginning in your own disci- 
plines, if you have already identified your goals. 
The Foundations Collegium is composed of three 

Foundations Seminars. These are the first-year 
components of the Values Sequence, and they 
will be taught by your Mentor. "Inquiry and 
Human Nature" in the fall term examines man in 
time and space, man in relationship with nature, 
man as a socio-political creature, and man as a 
symbol maker. "Values and the Search for Spirit" 
in the spring term explores man's need through- 
out history to understand the transcendent, 
spiritual dimensions of his existence. In both 
seminars, you will be encouraged to plan your 

own approaches and to think your way through 
to your own conclusions. 

Modes of Learning. These courses have one pri- 
mary purpose: to sharpen your learning ranabil- 
ity in a specific field of study. You » 

proficient not only in a subject but aiv e 

method or mode by which it is understood. For 
example, "Visual Problem Solving" gives you a 
systematic approach to working in the visual 
arts. There are 31 Modes of Learning courses 
divided among the five Collegia. As a Freshman, 
you may take any two from different collegia. 

In addition to their other purposes, the 
Foundations Seminars and Modes of Learning 
courses share the responsibility for teaching you 
the communications and study skills that you 
will need for college. Should you need or want 
further help, Eckerd maintains a Learning 
Resources Center which offers training in 
Reading, Writing, Study Methods and Attitudes, 
and Speaking/Discussing/Listening, as well as 
individual tutoring. 

At the end of your Freshman year, you probably 
will leave the Foundations Collegium and 
choose an upperclass collegium and a Mentor 
related to your individual needs and interests. 
But if you still aren't quite sure of what your 
collegium or your concentration of study should 
be, Eckerd provides a special group of faculty 
Mentors, assisted by peer counselors (seniors) 
and supported by the whole Career Counseling 
program, to help you to find direction while you 
take an academic program that will enable you 
to move into any of the five collegia by the time 
you are a Junior. 


The Collegium of Behavioral Science 

Members of the Behavioral Science Collegium 
feel that the urgent problems of today—racism, 
environmental pollution, overpopulation, world 
hunger and crime— are problems of human 
behavior. Therefore, there is much to be gained 
by developing methodological and conceptual 
tools to better understand both individual and 
collective behavior. Students will take modes of 
learning courses in psychology, sociology, or 
international politics as well as a course in statis- 
tical methods. In addition, courses are available 
in the fields of economics, sociology, psychol- 
ogy, management, community studies, anthro- 
pology, political science, community studies, 
and business administration. 

The Collegium of Comparative Cultures 

The Collegium of Comparative Cultures is dedi- 
cated to an understanding of the breadth of 
man's cultural achievements through compara- 
tive study of major cultures. The Collegium 

serves both as a window and a gateway to the 
cultures of the world: a window for those who 
learn about these cultures in the classroom from 
professors who have lived and studied in them, a 
gateway for those who wish to visit these cul- 
tures after preparatory study on campus. 
Comparative Cultures includes the fields of 
foreign languages (French, German, Russian and 
Spanish), area studies, literature, Eastern reli- 
gions, anthropology, and history. Within the 
field of modern languages, students may elect to 
major in either language and literature or lan- 
guage and culture (area studies). Asian Studies is 
an additional area of concentration; there is no 
language requirement for this field, though 
Chinese or Japanese are recommended. In all 
areas there are opportunities for study abroad. 
Currently, Eckerd students are studying in South 
America, Russia, Spain, France and Germany 
(summer term). Graduates consider careers in 
foreign service, teaching, travel, interpreting, 
religious vocations, or multi-national businesses 
and services. 

The Collegium of Creative Arts 

The Creative Arts Collegium is dedicated to 
assisting the development of the creative nature 
in each person. Freedom with responsibility is 
found to be vital in the creative person and this is 
placed in high priority in the Creative Arts 
Collegium. TheCollegium has a human develop- 
ment section composed of psychology, leisure 
and recreation, and education. Also included in 
the Creative Arts Collegium are programs of art, 
music, theatre and dance, and writers' work- 
shop. Students will be encouraged to design 
interdisciplinary majors, to undertake independ- 
ent work, to apply knowledge in the community, 
and to make education exciting, viable and 

The Collegium of Letters 

The Collegium of Letters is composed of students 
and faculty who have in common an interest in 
human beings, past and present-their history, 
literary and artistic products, religious commit- 
ments, political involvements, and philosoph- 
ical groupings. The study of who we are by 
looking at what we are doing and the works and 
institutions created by our predecessors provides 
the relevance, vitality, and excitement of our 
program. This humane interest has value in and 
of itself. In addition, it provides a fundamental 
background for a wide variety of futures— voca- 
tional or through professional and graduate 
schools-as the experience of our graduates 


The Collegium of Natural Sciences 

The Collegium of Natural Sciences brings 
together biologists, bio-psychologists, chemists, 
environmentalists, marine scientists, mathema- 
ticians, physicists, and those interested in the 
health professions, including medicine, veterin- 
ary medicine, dentistry and medical technology. 

The major emphasis of the Collegium is on the 
development of the skills of observation, experi- 
mental design, problem-solving, research and 
the study of the principles and concepts that are 
necessary to successful scientific investigation. 
The programs in the natural sciences are geared 
to provide students with information and 
techniques that can be applied to the problems 
of a changing society. 



At Eckerd College efforts are made to tailor pro- 
grams of study to the particular needs and 
interests of individual students. To help guide 
students with the selection of courses, the 
faculty has approved a number of disciplinary 
and interdisciplinary majors. In most cases, the 
faculty members associated with each major 
have prescribed minimum course requirements 
for the major. Students desiring specific infor- 
mation about major programs should consult 
their Mentors, collegial chairmen and discipline 
coordinators. A list of the faculty approved 
majors follows: 

American Studies 





Comparative Literature 

Creative Writing 

(Writer's Workshop) 
Elementary & Early 

Childhood Education 
Environmental Studies 
French Studies 
Germanic Studies 
Hispanic Studies 




Modern Languages 





Political Science 


Russian Studies 

Religious Studies 


Teaching English as a 

Second Language 
Visual Arts 

Students desiring to design their own programs 
of study are encouraged to develop an individu- 
alized area of concentration in cooperation with 
their Mentors. The proposed plan of study must 
ultimately be approved by a collegium and have 
identified with it a specific committee of at least 
three faculty members. The approved study plan 
must be filed in the Registrar's office early in the 
Junior year. 


Eckerd College regards liberal arts education as 
essential to thorough professional training and 
unites a broad freedom of student choice with 
course offerings designed to qualify students for 
graduate education in a number of fields, for law 
and medical school, medical technology, the 
ministry, engineering, elementary and secon- 
dary education, management, teaching of 
English as a second language, and selected com- 
munity professions. 

The Eckerd principle is that pre-professional 
training shall be obtained through intensively 
supervised internship rather than by professional 
and pre-professional courses that tend to limit 
the scope and quality of liberal arts education. 
Discussion of the teacher education program, 
immediately following, exemplifies the applica- 
tion of this principle. Students in management 
take certain specialized courses, such as 
accounting, and" prepare themselves through 
internships carefully planned with the Mentor of 
the management program. Similarly, commun- 
ity professions such as human relations occupa- 
tions involve a thorough liberal arts base, to 
which are added supervised field and employ- 
ment experiences designed to the particular 
interest and need of the student. Students apply 
for admission to their programs after demon- 
strating competence in the first and/or second 
years of the college. 


There are three programs of teacher education 
leading to a teacher certification— secondary, 
elementary, and early childhood. For secondary 
certification, a student must complete a major in 
a content area, an Introduction to Psychology 
course, and a series of six field-based Education 
experiences. Five of these Education courses are 
taken in the second semester of the senior year 
when career motivation is uppermost in the 
student's life. The elementary certification 
program includes an Eckerd College major in 
elementary education. The required and elective 
courses are chosen from a variety of disciplines, 
so that the major is attractively broad, liberal arts 
based, and practical. Early childhood certifica- 
tion is achieved by completing two courses in 
early childhood education in addition to the 
elementary education major. All three programs 
are approved by the State of Florida Department 
of Education and twenty-nine other states. 


The engineering and applied science program at 
Eckerd is designed for the student who is inter- 
ested in learning to solve society's technical 
problems. Career goals for these students 

include bio-medical, civil, mechanical, elec- 
trical, and chemical engineering along with 
research and applications in computer science, 
systems science, mathematics, and human 
affairs. The student applies to Eckerd for regular 
admissions and spends three years at Eckerd 
during which the curriculum should include 
calculus through differential equations, one year 
of chemistry, computer programming, one year 
of physics with calculus, and a demonstrated 
proficiency in English. Additionally the program 
must include a minimum of five courses in the 
humanities and social sciences, including three 
courses in one area with one of these at the 
Junior-Senior level. 

Upon successful completion of the three-year 
portion of the program, and with the recommen- 
dation of Eckerd College, the student is admitted 
automatically to an engineering college with 
which Eckerd has a cooperative agreement. 
There the student spends two years completing 
the engineering requirements, after which the 
student receives degrees from both Eckerd and 
the engineering college. At present Eckerd 
cooperates in 3-2 engineering programs with 
Washington University (St. Louis) and Florida 
Technological University. Scholarship aid is 
available on the basis of need and performance. 
Washington University offers mini-courses dur- 
ing winter term, and students are encouraged to 
take one of these as a Sophomore or Junior to 
assist in planning courses of study and career 


The purpose of the library is to support the 
educational aims of the college by providing 
those facilities, resources, and services which 
will enable the students to achieve their full 
potential. Located in the center of the campus, 
the library provides an open and free environ- 
ment for study and general reading. Quiet study 
carrels and carpeted lounge areas are inter- 
spersed throughout the open stack collection on 
the main floor while the mezzanine reading 
lounge provides a favorite place for smokers. A 
typing room is available for students who do not 
have their own typewriters. An audio-visual area 
with ten self-instructional carrels is a popular 
place to listen to one of the growing number of 
cassettes available in the collection. Art works 
and exhibits create a stimulating atmosphere in 
which to work or relax. 

The collection contains more than 120,000 
volumes with an acquisition rate of 6,000 addi- 
tional volumes each year. The library also 
subscribes currently to more than 1,200 periodi- 
cals, contains a spoken record collection 
numbering more than 1,000 and has over 34,000 

volumes in microform comprising more than 
3,000,000 book pages. The services of the library 
are provided by highly trained professional 
librarians each of whom possess a masters 
degree in a second academic area. At least one 
of these professionals is on duty during most 
library hours (92 hours a week). The rest of the 
library staff is just as eager and capable of 
helping the student meet certain needs. The 
whole staff feels personally involved with each 
student in an adventure of learning by providing 
bibliographic help, reference service, circula- 
tion aid, interlibrary loan privileges, by sharing 
pens, pencils, paper clips, and by developing 
friendships which last beyond four years. 


The enhancement of the student's learning 
capacity is the purpose of the Learning 
Resources Center. Working closely with the 
Foundations Collegium, the Learning Resources 
staff assist students who wish to improve read- 
ing, vocabulary, speed and comprehension 
levels; writing skills; listening skills; discussion- 
participation capabilities; and research compe- 
tence. Assistance in such areas, with an 
emphasis on improving student writing, is 
offered on an individual consultation basis and 
in study skills credit courses as well. 


Although Eckerd College is an academic center, 
it doesn't confine you to an ivory tower. Much of 
your education may take place abroad or off- 
campus. Among the options from which you 
may select are: 

International Education 

Eckerd College believes that a liberally educated 
person should be at home in other cultures and 
we try to give every student the chance to study 
abroad as an integral part of education. The 
Eckerd London Center is permanently staffed 
and supervised by Eckerd faculty members; we 
are also affiliated with the Santa Reparata 
Graphic Arts Center in Florence, Coventry 
Cathedral in England, The Institute for American 
Universities in France, and the American College 
of Barcelona. 

Winter Term. Eckerd's annual winter term 
offerings overseas each January are nationally 
recognized. Many students choose to take their 
winter term projects in London and we also 
organize programs in locations such as Austria, 
Crete, Ireland, Sweden, Italy, Jamaica, Russia, 
and Holland. 

Semester Abroad. Varied locations and 
curricula provide semester opportunities for 
students in almost all areas of concentration. 
Programs are available in Florence (art), London, 
Bogota, Coventry, Aix-en-Provence or Avignon, 
and Barcelona. Future plans include a semester 
in Japan. 

Module Abroad. The Comparative Cultures 
Collegium recently initiated a seven-week 
summer module abroad with intermediate level 
courses in language and area studies. Previous 
groups have traveled to Greece and Germany in 
order to take advantage of the "living laboratory" 
setting. Four-week study projects to locations 
such as the Soviet Union, Greece, Britain, and 
Scandinavia, have also been included in the 
itinerary of summer offerings. 

Off-Campus Programs 

The modular schedule permits off-campus study 
for periods of one month (January), one module 
(seven weeks), one semester (14 weeks), and up 
to a full academic year. Students are encouraged 
to take advantage of programs and facilities not 
available at Eckerd through the off-campus pro- 
gram. It is possible to participate in group pro- 
jects with a faculty leader or to contract 
independent studies of the student's own design . 
Croup projects such as an archaeological dig in 
the southwest, study of Voodoo in New Orleans, 
government operations in Washington, D.C., or 
urban problems in Chicago are possible. Inde- 
pendent projects for individual students have 
been undertaken in industry, the Argonne 
Laboratories, marine research, and at an Indian 

The winter term, through cooperation with other 
schools having similar calendars, provides for 
specialized, intensive projects on other cam- 
puses throughout the United States. As many as 
100 students participate in such exchanges each 
year, undertaking studies at more than fifty co- 
operating colleges. 

The Off -Campus Programs office assists students 
in making arrangements, preparing contracts, 
and providing information and ideas related to 
various choices. 

Career-Service Program 

A liberal arts education is no longer to be consid- 
ered separate from the economic, social and 
political realities of life. With increasing insist- 
ency, employees and professional associations 
are asking career-minded students to relate 
fundamental education in liberal arts fields to 
long-range plans. Further, they stress the value 
of a solid liberal arts background for business or 
professional careers. 

Woven into your academic program during your 

four years at Eckerd, but completely optional, is 
a program to help you examine your career and 
professional goals. The Career-Service Program 
offers one or more of a variety of experiences: 
one-to-one and group diagnostic career counsel- 
ing to assist in making decisions which integrate 
academic programs, career planning, and 
general lifestyle; internship and field experience 
placements which involve unpaid work experi- 
ences of observation either with a professional 
person or in a special social environment; paid 
work experiences related to current academic 
studies and long-range career goals; discipline 
internships such as teacher education, commun- 
ity studies, leisure studies, management; and 
placement services to assist you in finding part- 
time and summer employment while in school; 
but primarily to enable you to select either the 
appropriate post-graduate education or the 
vocational career that fits your personal apti- 
tudes, desires, and objectives. 

Summer Term 

The summer term is an eight-week term consist- 
ing of two four-week modules. Courses are avail- 
able in Module A, Module B, and/or through the 
full eight-week summer term. A preliminary 
announcement of courses and fees is published 
in February; more detailed course descriptions 
are available in early March. Regularly enrolled 
Eckerd students, students enrolled and in good 
standing at other colleges and universities, and 
high school students who have completed their 
Junior year and present evidence (usually a rec- 
ommendation from principal or counselor) of 
their ability to do college work, are eligible for 
admission. Summer term rates are slightly 
reduced from academic year tuition levels. Stu- 
dents entering Eckerd in the summer with the in- 
tention of becoming degree candidates must 
make formal application for admission to the 
Director of Admissions. 

It is possible to enroll in three courses in summer 
term, one in Module A, one in Module B, and 
one through the duration of the eight-week term . 
Summer courses may replace courses missed 
during the academic year or accelerate gradu- 
ation. Additional information about summer 
term courses may be secured from the Dean of 
Special Programs. 


The academic year at Eckerd College consists of 
two fourteen-week semesters (each divided into 
two seven-week modules), a three-week autumn 
term for Freshmen, and a four-week winter term. 
During each semester both module and semester 
long courses are available. Ordinarily a full-time 
student will register for four courses during each 

semester. Students registered for three or more 
courses per term are considered full-time and are 
charged full tuition rates for the semester. 


Registration dates are listed in the calendar at 
the back of this catalog. Upon completion of 
procedures as outlined in registration materials 
the student's registration is approved by the 
business office and the Registrar. Students who 
register late will be charged a $10.00 fee. Proof of 
payment must accompany the registration. 

All courses for which the student wishes to regis- 
ter for credit must be listed on the official regis- 
tration form. The student is responsible for every 
course listed and can receive no credit for 
courses not listed on this form. After registration 
day, official changes in study lists may be made 
only through official drop/add cards approved 
by the instructors whose courses are involved. 
Unless a course is officially dropped, a grade of F 
will be incurred. No course may be added after 
the drop/add deadlines which are printed in the 
calendar in the back of this catalog. 


Any regularly registered full-time student may 
audit a course without fee, subject to permission 
of the instructor. Part-time students or students 
not registered for credit may attend courses as 
auditors subject to formal permission of the 
instructor and payment of an auditor's fee of 
$100. Entry is made on the student's permanent 
record concerning audited classes. A course 
taken for audit may be changed to credit with the 
instructor's permission, if the change is filed with 
the Registrar before the last week of the class. 


Unless modified in individual cases by action of 
the Educational Policy and Program Committee 
and the Provost, the following requirements 
must be fulfilled by all students in order to quali- 
fy for formal recommendation by the faculty for 
the Bachelors degree: 

1) The satisfactory completion of a minimum of 
32 courses, plus an autumn term in the Fresh- 
man year and a winter term project in each 
subsequent year. A Freshman may take a win- 
ter term in addition to autumn term, and sub- 
stitute that winter term for one of the 32 
courses. One of the winter term projects, or- 
dinarily in the Junior year, must be in the 
student's major or area of concentration. The 
winter term project in the Senior year normal- 
ly consists of the preparation for comprehen- 
sive examinations, theses or projects. 

2) Modes of Learning - two courses to be com- 
pleted by the end of the Sophomore year. 

3) The satisfactory completion of Values Se- 
quence requirements as follows: 

a) Foundations - two seminars to be comple- 
ted in the Freshman year (FVS 181 and 182). 

b) World View - two Area Studies courses to- 
be completed by the end of the Junior year. 
Other courses (foreign language, semester 
abroad, etc., as approved by the Compara- 
tive Cultures Collegium) may be used to 
satisfy the World View requirement. 

c) Upper-division Colloquia - four courses 
during the Junior and Senior years, two 
from within the student's collegium, one 
from without, and the fourth from any 

Students transferring to Eckerd as Sophomores 
are considered exempt from the Foundations 
and Modes of Learning requirements; students 
transferring as Juniors are also considered ex- 
empt from the World View requirements. 

4) The completion of a major (from the list of 31 
majors formally approved by the faculty), or 
an independently designed area of concentra- 
tion. The area of concentration must be 
approved by three members of the faculty, 
with an approved study plan filed in the Office 
of the Registrar. 

5) The satisfactory completion in the Senior year 
of a comprehensive examination, thesis, or 
creative project in the major or area of con- 

In order to graduate from Eckerd College, a stu- 
dent must ordinarily spend at least two years, 
including the Senior year, at the college or in an 
approved off-campus program. Requests for ex- 
ception, together with reasons, may be directed 
to the Provost. 


Eckerd College awards diplomas with honors to a 
few students in each graduating class. Criteria 
are entirely academic and include performance 
in courses, independent study and research, and 
on the comprehensive examination, thesis or 
project. Accomplishment in the complete col- 
lege program is honored rather than in a major, 
concentration, or discipline alone. 

Nomination for honors is the responsibility of 
the chairmen of the collegia, advised by faculty 
members related to the nominee's concentra- 
tion, and honors are conferred upon recommen- 
dation of a committee of three faculty members. 
The awarding of honors is announced at gradua- 
tion ceremonies. 


Credit toward a degree is awarded for satisfac- 
tory course completion, independent study pro- 
jects, directed study programs, academic work 
certified by another degree-granting institution, 
and proficiency demonstrated by examination. 

Ordinarily credit is earned by course comple- 
tion. A normal full-time academic load is eight 
courses plus an autumn term in the Freshman 
year and eight courses plus a winter term project 
in each subsequent year. 

Credit may be earned through independent 

study by students who exhibit both the self disci- 
pline and mastery of the methodologies 
demanded by the subject matter selected by the 
student. An independent study project is de- 
signed by a student in consultation with the pro- 
fessor who is to supervise and evaluate the work. 
An academic contract, drawn in advance, speci- 
fies the subject and method of inquiry, the 
materials to be used, the purpose of the project, 
and the basis of evaluation and credit. Each con- 
tract must be approved by the Director of Inde- 
pendent Study. Independent study options are 
available for both on and off-campus opportuni- 
ties. Contracts for these purposes are available 
from the Registrar. 

Provision is also made for credit by directed 
study. Both independent study and directed 
study require advance planning by the instructor 
and student. While initiative rests with the stu- 
dent for design of independent study, in directed 
study the instructor is responsible for supplying a 
syllabus which defines the program. Directed 
study syllabi are available from the Registrar. 

Credit is granted by transfer from degree-grant- 
ing institutions. A student entering Eckerd Col- 
lege should request that a transcript of work 
done in other institutions be sent to the Regis- 
trar. When the transcript has been evaluated, the 
applicant is notified of the credit accepted by 
transfer. Eckerd College students who wish to 
enroll for part of their programs at other institu- 
tions should have the approval in advance of 
their faculty-Mentors. 

Credit for demonstrated proficiency is accorded 
when a student applies for it with the Registrar 
and successfully completes appropriate examin- 
ations. College Level Examination Programs are 
recognized for both advanced placement and 
academic credit. 

The college recognizes that many experiences 
outside the classroom may contribute to a stu- 
dent's program. Internships, participation in 
community projects, and field experience may 
be accorded credit if closely coordinated with 
the student's academic program. Such experi- 

ence ordinarily constitutes a part of a regular 
course or independent study project. 


The standards grading system of the college is A 
(Superior Work), B (Good Work), C (Satisfactory 
Work), D (Poor Work), and F (Unacceptable 
Work). All courses in which a grade of Cor higher 
has been earned shall count toward fulfilling 
degree requirements. A course in which a D 
grade is earned may fulfill degree requirements 
only when a grade of B or higher is earned in 
another full course. 

A grade of I (Incomplete) indicates that some 
portion of the course remains unfinished be- 
cause of illness or for some other reason beyond 
the student's control. If not completed within a 
year from the date on which it was incurred, an 
Incomplete becomes an F. 

In case of formal withdrawal before the middle 
of a module/term," a grade of W is recorded. If 
withdrawal occurs between the midpoint and 
the beginning of the last week of classes, a grade 
of WP is recorded if work completed has been of 
passing quality, orWF if work completed has not 
been of passing quality. Students may not with- 
draw from classes after the beginning of the last 

All grades are reported to students and entered 
on the official records of the college. Grades of F 
or I will not be removed from the transcript. A 
notation will be recorded at the bottom of the 
transcript of any substitute grade earned. 


At the close of each semester, the Academic Re- 
view Committee analyzes the progress of every 
student who has failed a course. Mentors, pro- 
fessors, and student personnel advisors may be 
consulted. If, in the judgment of the Committee, 
the cumulative record is unsatisfactory, appro- 
priate action is taken by the Committee. A stu- 
dent who has accumulated more than one F is 
placed in one of the following categories; Proba- 
tion -two or three accumulated Failures; Subject 
to Dismissal - four accumulated Failures; Dis- 
missal - more than four accumulated Failures. A 
student who has been dismissed for academic 
reasons will be ineligible to register at Eckerd 
College for at least one semester after the date of 
suspension. To apply for reinstatement after the 
dismissal, a student shall apply for readmission 
through the Admissions office. 



Courses are designated by three letters, followed 
by three numerals. 

1. The first letter indicates the collegium through 
which the course is offered: A-Creative Arts; 
L-Letters; C-Comparative Cultures; B-Beha- 
vioral Science; N-Natural Sciences; FDN- 

2. The second two letters indicate the discipline. 
The letters VS indicate that the course is part 
of the Values Sequence. The letters CM indi- 
cate a collegial course. The letters AS indi- 
cate that the course is an Area Studies. The 
letters WT indicate a winter term project. 

3. The first digit of the three numbers indicates 
the level of the course: 1 and 2 indicate a 
course at the Freshman or Sophomore level; 3 
and 4 indicate a course at the Junior or Senior 

4. The second and third digits are used at the dis- 
cretion of the collegium, with the following 
exceptions: second digit, 1 indicates a Modes 
of Learning course; 5 indicates a directed 
study; and 9 indicates an independent study. 

Opportunities for independent study are avail- 
able in all collegia. Independent study contracts 
are negotiated between the student and the 
faculty sponsor. Independent study contract 
forms are available in the Registrar's office. 

Directed studies are listed in this catalog. Copies 
of directed studies are available in the Registrar's 

Modes of Learning courses and Directed 

Studies are included within subject matter 
listings. Values Sequence and Area Studies 

courses are listed under Collegial Courses. 
Values Sequence courses are limited to 25 
students per instructor. 



FDN 130 The Art of Public Debate 

Prof. Alan Carlsten 

Recent history has indicated the urgent necessity of 
informed, rational public debate of all issues confront- 
ing the human community. This project will probe the 
structure and elements of public debate, laying stress 
on the nature of the debating process and the rules of 
evidence used in the arguments. Types of reasoning- 
deductive, inductive, Toulmin inferential— will be 
studied and applied in actual debating situations. 
Ample opportunity will be afforded to every student for 
participation in debate. Individual and team debate 
will alternate. Video-tape equipment will be used ex- 
tensively so that students may learn effective use of 
voice and body movement. Required reading: Otto F. 
Bauer, Fundamentals of Debate, Theory and Practice. 
Evaluation will be based on participation in class 
debates and a brief paper. 

FDN 131 "The head bone's connected to the neck 

bone . . . ." Prof. Dudley DeCroot 

What's in a body? Head, neck, chest, shoulders, arms, 
legs, etc., right? Well, not necessarily, because every 
culture provides a conventional way of categorizing 
parts of the body, together with plans for the use or 
display of the body. Through a combination of kinesio- 
logical, anatomical, and cross-cultural information, 
students in the project will explore different ways of 
viewing the body, as well as the kinds of connections 
made between body conceptions and behavior. An 
integral part of the project will be a series of "body 
involvements" drawn from many different cultures 
designed to heighten awareness of the body's construc- 

tion and capabilities. Each student will be challenged 
to develop an explicit personal body conception. 
Evaluation will be based upon class participation, 
reaction papers, and the final individualized body con- 

FDN 132 Experimental Science: Animal Respiration 

Prof. John Ferguson 

The scientific approach to inquiry and problem solving 
will be examined and practiced. Each student, working 
in a small group, will define a problem related to the 
respiratory biology of an aquatic or terrestrial species, 
pose questions to explore this problem by any suitable 
experimental means, complete the necessary experi- 
mentation, analyze and interpret the generated data, 
and communicate his findings and conclusions to 
others. Throughout all stages group discussions will 
provide constructive criticism and creative stimula- 
tion. Evaluation will be based on effort, degree of or- 
ganization, creativity, and the success of the final 

FDN 133 The Shadow of Time Prof. Irving Foster 

For three thousand years man depended almost entire- 
ly on the sundial to mark the passage of the daylight 
hours. From the simple gnomon or obelisk, the sundial 
evolved into an instrument of surprising accuracy and 
often of great beauty. In the best of ancient and 
modern forms, the grace of style and the pleasing use of 
embellishment make them true works of art. You are 
invited in this project to study some basic astronomy 
and the three dimensional geometry in which the ap- 
parent motion of the sun about the earth can be de- 
scribed, to discover the time-keeping properties 
inherent in the gnomon, to learn the principles of oper- 
ation of the common types of sundials, to design an 

accurate sundial of pleasing form, and finally to con- 
struct this dial in an appropriate material. Your design 
can be as simpleor complex, as plain or as ornamental, 
as time and your taste dictate. 

FDN 134 The Shadow of Death 

Prof. Keith Irwin 

It has been said that two things we cannot look at di- 
rectly are the sun and death. This project will seek to 
develop a description of death by looking at it indirect- 
ly, from its shadow. From literature's imaginative and 
symbolic material, what descriptions have been 
offered of the anticipation and experience of dying? 
What are the biological facts? Existentialists claim we 
must face the fact of our own death. What is it we are 
called on to face? What light do our religious and philo- 
sophical traditions throw on our encounter with death? 
From psychological, literary, anthropological, medi- 
cal, religious and philosophical materials much evi- 
dence can be gathered to help answer these questions. 
After common consideration of some basic materials, 
individual members will develop topics from the above 
fields of their own choosing. Evaluation will be based 
on general participation in the project, and the devel- 
opment of skill in presenting orally and in writing an 
interesting and informative research report. 

FDN 135 Signs and Symbols Prof. Ashby Johnson 

The project has individual and group aspects. The pur- 
pose is to develop a more acute awareness of the means 
by which information is communicated. The initial 
activity of the students is to record and report informa- 
tion being communicated to them apart from words. 
Subsequent activities concern differentiating between 
the conceptual and emotional content which is com- 
municated, exploration of sources of misunderstand- 
ing, and group development of a "new" language. 
Library research is involved in the examination of the 
nature of signs and symbols, non-human forms of com- 
munication, and language theory. The campus and the 
people on it are the laboratory for the project. 
Although there is some important library reading asso- 
ciated with the project, primary focus is on direct 
research. The instructor will work out with each 
student one "verbal" and one "non-verbal" contribu- 
tion which serves as the basis for evaluation. 

FDN 137 Computer Programming and Problem Solving 

Prof. George Lofquist 

Credit card bills, airline reservations, magazine sub- 
scriptions, bank account statements, school course 
registrations, and more— You cannot get away from 
computers but you can understand them. In this pro- 
ject you will learn to communicate with a computer to 
get it to do your bidding. Each student will develop 
algorithms to solve problems in number theory, statis- 
tics and business applications. After programs are writ- 
ten in BASIC to enable the computer to execute the 
algorithms, the programs will be run on the college's 
computer facilities. No previous experience with com- 
puters is expected of the student, and high school 
algebra is an ample background for the mathematics 
involved. Work to be submitted for evaluation will 
include computer solutions to assigned problems and a 
final examination. 

FDN 138 The Novels of Saul Bellow 

Prof. Peter Meinke 

This is a study of fhe major work of our 1976 Novel 
Prize-winning novelist. Each student will read The Ad- 
ventures of Augie March, Henderson the Rain King, 
and Mr. Sammler's Planet. In addition, each student 
will read two other books, chosen from among Dan- 
gling Man, The Victim, Seize the Day, The Last Analy- 
sis, Mosby's Memoirs, Humboldt's Gift, and To Jerusa- 
lem and Back. Students will be evaluated on the basis 
of a term paper on some aspect of Bellow's work, an 
oral report on one of the books, and on helpfulness in 

FDN 139 Opinion: Yours, Mine, Ours, Public 

Prof. Anne Murphy 

You will do a survey yourself, "taking the temperature" 
of the Eckerd College autumn term, and publishing a 
profile of your own Freshman class. You will also co- 
operate in a survey of the surrounding community, 
learning the correct and incorrect ways of wording 
questions, of conducting face-to-face interviews, of 
compiling data, and of interpreting the information 
you collect. The opinion project will also illustrate the 
limitations of opinion sampling and associated fact- 

FDN 136 Roots of Ritual 

Prof. Lee Lebbin 

We are seldom conscious of the extent to which ritual 
pervades our social environment. In this project stu- 
dents will investigate the rituals enriching our lives. 
Each student will be responsible for preparing a history 
of ritual in his/her family setting, for researching one 
custom or ritual and then writing a paper on the ori- 
gins, changes, and meanings in that ritual, and for 
working in a small group setting to develop a Celebra- 
tion of Ritual, a ceremony that gives new relevance to 
old actions. Evaluation will be based on the student's 
success in completing the individual portions of the 
project and on working with the small group's develop- 
ment of the Celebration of Ritual. Text: Shaughnessy, 
James D, The Roots of Ritual. 

FDN 140 Two Soviet Views of the Contemporary World 

Prof. William Parsons 

Soviet ideology present a clear Marxist-Leninist picture 
of the world, both for Soviet citizens and for foreign 
consumption. Yet many Soviet intellectuals have not 
accepted this official vision of reality. Some of these 
dissident intellectuals have jeopardized their careers 
and, in some cases, their personal freedom to present 
to the West their alternative view of reality. This pro- 
ject will compare the unofficial views of Nobel Prize 
winners Solzhenitsyn and Sakharov and other dissident 
writers, with the official ideology presented in 
Brezhnev's speeches, the newspaper Pravda, and other 
Soviet periodicals. Evaluation will be based on class 
discussion, oral reports, and one paper. 

FDN 141 Casual and Contractual Human Relationships 

Profs. Molly Ransbury, Kenneth Keeton 

This project is an examination and discussion of human 
relationships offered by two professors, one in 
language and one in human development/education, 
who are man and wife Primary emphasis will be on the 
advantages and disadvantages of various human pair- 
ing patterns. Students will read Alternatives to 
Marriage by Carl Rogers, Passages by Gail Sheehy, and 
Effi Briest by Theodor Fontane. Students will also con- 
sider first-person, direct accounts of the pragmatic, 
intelligent and healthful ways to manage conflict, 
develop personal boundaries and deepen personal 
relationships. Students will be involved in large group 
discussions and small group interactions with Drs. 
Ransbury and Keeton. Evaluation will be based on par- 
ticipation and a final project or paper that integrates 
knowledge gained and the personal application of that 



FDN 121 Communications: Writing Skills Staff 

This course is designed to develop general learning 
skills through study and practice of reading, writing, 
listening, vocabulary-expanding, researching, and self- 
motivating Students select some of their own reading 
materials for reading and study technique practice. 
Additional texts to be determined. Evaluation will be 
based on weekly in-class essays, vocabulary quizzes, 
discussion participation, a brief research paper, and 
regular individual conferences Open to upperclass- 
men as wellas Freshmen; limit 20. 

FDN 143 Historical Novels: The Interweaving of Fact 
and Fiction Prof. William Wilbur 

This project examines historical fiction, both as a liter- 
ary form and as a method of historical understanding. 
By reading two novels and applying the criteria for 
"good" historical fiction, students can deepen their ap- 
preciation for this genre and its contributions to our 
picture of the human past. All students will read 
Herbert Butterfield, The Historical Novel, Helen Cam, 
Historical Novels, and Hope Muntz, The Golden War- 
rior (novel about the Norman Conquest of England). A 
second novel will be chosen from a selected list. Fic- 
tional treatments will be compared with primary and 
secondary sources to test the historical authenticity of 
the novels. Evaluation will be based on discussions, 
oral reports, and two papers, evaluating the novels for 
their qualities as fiction and as history. 

FDN 144 America's "American" Americans 

Prof. Frank Figueroa 

A look at American culture as we perceive it and as 
others do. We will begin by looking at each other as 
individuals and as members of subgroups. From here 
we will proceed to examine the larger subgroups that 
make up American society. Some of the most impor- 
tant institutions of this culture will be studied. When- 
ever possible we will make our own investigations and 
observations through personal contacts. We shall visit 
areas in the vicinity where some subcultures may be 
observed and experienced, such as in Tarpon Springs, 
YborCity, some black ghettoes, and retirement homes. 
Participants in this project will be evaluated according 
to their participation in class activities and through a 
research paper on a topic agreed upon by the student 
and the instructor This is a special project for Interna- 
tional Students only. 

FVS 181 Inquiry and Human Nature 


This course will focus on the problems of defining 
human nature and viewpoints taken by various disci- 
plines such as anthropology, psychology, and the 
humanities. The course will use a variety of approach- 
es: lectures, films and demonstrations, discussions, 
projects, reports in the seminar groups, and individual 
work between student and Mentor. Evaluation will be 
based upon discussion, four or five papers or projects, 
and a final examination. 

FVS 182 Values and the Search for Spirit 


An extension of the first seminar, the objectives of the 
course are: 1) to explore the spiritual dimensions of 
mankind; 2) to probe one's own identity; 3) to encour- 
age respect for each other's beliefs; 4) to encounter the 
range of spiritual reality in art and act; 5) to consider 
the importance of faith for life on Spaceship Earth now 
and in the future. Five major issues (Meditation, Suf- 
fering, Redemption, Action, and Vision) serve as the 
core around which revolve readings, lectures, discus- 
sions, and workshops, at which students experience 
specific spiritual dimensions. Evaluation will be based 
on a journal, written and creative projects, an oral 
report and contribution to discussions. 




BCM 360 Research Design 

Prof. William Winston 

The purpose of research is to discover answers to ques- 
tions through the application of scientific procedures. 
These procedures have been developed in order to in- 
crease the likelihood that the information gathered will 
be as relevant, reliable and unbiased as possible. The 
purpose of this course, then, is (1) to show how the 
principles of scientific method apply to social sciences; 
and (2) to give the beginning student an elementary 
command over the techniques being used in modern 
research. Evaluation will be based upon two tests, a 
final examination, intermittent assignments, and class 
participation. Prerequisites are an introductory course 
in any of the behavioral sciences and a basic statistics 

BCM 360 Statistical Methods 

Profs, jack Williams, lames MacDougall 

This course introduces the principles of descriptive and 
inferential statistics. It has two fundamental goals: (a) 
to develop in each student an intuitive understanding 
of basic statistical principles and (b) to teach each stu- 
dent how to apply statistical principles and techniques 
to real life situations in a reasoned and relatively so- 
phisticated fashion. One text will be required. Evalua- 
tion will be based on weekly quizzes and homework. 
No mathematical preparation beyond algebra is 
assumed. Prerequisite is a behavioral science modes 
of learning course or Sophomore, Junior, or Senior 
status. This course (or its equivalent) is required for all 
students with concentrations in the behavioral 

BVS 363 The Human Prospect 

Prof, lack Salmon 

Two leading scholars recently evaluated the likely 
human future and reached different conclusions: 
Heilbroner says we may not have one, Kahn believes 
our glorious march is only begun. Politics is society's 
way of deciding upon and pursuing values, and thus of 
inventing our human future. Readings will be in 
Heilbroner, Kahn, Mendlovitz, Schumacher, Marx, 
futuristics and technology assessment. Is small beauti- 
ful? Are there limits to growth? Is democracy a faith for 
the future, or an experiment that's over? Evaluation will 
be based on examinations and a paper giving a prelim- 
inary political assessment of a socio-technological 
trend (e.g. increasing size and centralization of energy 
systems, "alternative technology," etc. 

BVS 365 Science and the Concept of Race 

Prof, loan Barnett 

In this course the concept "race" will be fully examined 
by surveying past and present-day research on the topic 
from a cross-disciplinary (anthropology, biology, be- 
havioral science) perspective. In addition the ways in 
which value-laden conclusions on the significance of 
racial attributes are interpreted will be analyzed by 
exploring predispositions and attitudes of aversion and 
preference. Knowledgeof the facts and fictions of race 
will be explored using a variety of materials including 
works by Dobzhansky, Mead, Jensen, Shockley, 

Tobach, and others. Evaluation will be based on several 
essays and class participation in discussions and in 
debates. This course is limited to students with Junior 
and Senior standing. 

BVS 366 Alternatives in love, marriage and family life 

Prof, lack Williams 

This course will explore family life style alternatives 
and their consequences for the individuals who choose 
them. Specifically we will address such issues as the 
reasons for and against marriage, the desirability of 
children, the meaning of love, the significance of 
divorce and the feasibility of assorted alternative life 
styles. Readings will be drawn from social science re- 
search literature and from popular polemics. Students 
will be evaluated on the basis of four papers and class 

BVS 367 Managerial Theory and Practice Colloquium 

Prof. Bart Tebbs 

The emphasis of this course will be in the realm of 
values in managerial decision making. The class will 
begin with an analysis of performance failure prob- 
lems, in relation to managerial assumptions. This will 
be followed by a discussion of corporate social prob- 
lems. Finally, the class will engage in a discussion of 
individual responsibilities in the organizational cli- 
mate. The main thrust of the course is to assess the role 
of the individual in organizational and interorganiza- 
tional relationships from the perspective of personal 
and institutional values. Texts: Kolasa, Responsibility 
in Business: Issues and Problems; Miner, The Challenge 
of Managing; Hay et al , Business and Society; and 
Responsibility in Business by Kolasa. Evaluation will be 
based on class participation and intermittent tests. This 
course is limited to students with Junior and Senior 
class standing. 

BVS 460 Public Policy 


This course is designed for students who want to relate 
their academic work to contemporary public policy 
questions. For example, the areas of criminal justice, 
public health, and public education may be studied. 
Students will be asked to analyze the economic, poli- 
tical and psychological aspects related to these areas 
and to identify any trade-offs in basic values that may 
exist. Finally, students will be asked to make a formal 
public policy proposal for their area of primary interest. 
As much as possible we will retain the format of a work- 
ing seminar. The course will not require a text. A list of 
paperbacks will be read. Students will prepare formal 
papers and present these papers to the entire class for 
discussion. Prerequisite is Junior or Senior standing. 

BVS Colloquium in Social Policy 

Prof. William Winston 

Since the end of the Middle Ages, the developing 
nation-states of Western Europe have been confronted 
with the problem of poverty. Previously, this had been 
a matter of only local concern. With the emergence of 
national states and national economics, the problem of 
what to do with the poor necessarily became a matter 
of national significance. This course will attempt to 

trace various aspects of American and English forms of 
social policies and how they have developed over time. 
There is one required text: Poor Law to Poverty Program 

by Samuel Mencher. Evaluation will be based upon two 
one-hour tests, a final exam, and class participation. 
Open to all Junior and Senior students. 


CAS 281 Latin American Area Studies [offered in 

CAS 282 East Asian Area Studies 

Profs. Gilbert Johnston, lack Salmon 

China and Japan, the most most influential centers of 
culture in East Asia, reveal themselves through their art 
and architecture, literature, customs, religious beliefs, 
and intellectual traditions. While political events and 
trade relations draw our attention to the East, it is often 
some distinctive aspect of culture or some scarcely 
definable quality of life that fascinates us and wins our 
admiration. This course attempts to go behind the sur- 
face events to examine the more enduring features of 
these two Asian societies. Readings will include Kuo 
Ping-chia, China, and E. O. Reischauer, The Story of a 
Nation. Classroom lectures will be supplemented by 
films, slides, demonstrations, and special sessions with 
visiting guests. Evaluation will be based on regular par- 
ticipation, interest in group involvement, two papers or 
projects, and tests on each of the two areas. Prerequi- 
site: Sophomore standing or higher. 

CAS 283 Soviet Area Studies Prof. William Parsons 

This area studies course traces the historical back- 
ground and evolution of contemporary Soviet institu- 
tions and introduces the students to the present reali- 
ties of Soviet life. In addition to a general overview, 
students will have the opportunity to examine specific 
problems of Soviet Studies by selecting two workshops, 
such as the following: Russian and Soviet music, The 
Russian Religious Tradition, The Land and the People 
of the Soviet Union, and The Soviet Marxist tradition. 
Prerequisite: Sophomore standingor higher. 

CAS 284 French Area Studies 

Profs. Henry Genz, RejaneGenz 

This course is designed to be an introductory study of 
modern France with an emphasis on the post World 
War II period. Both village and urban life will be exam- 
ined from the point of view of the distinguishing char- 
acteristics of the French people, their institutions, tra- 
ditions, customs, values, literature, art and music. 
There will be lectures, discussions, films and work- 
shops. This course will serve as one of the Area Studies 
courses required of all students for graduation. About 
five or six works plus films will be used. Evaluation will 
be based on class discussions, tests, paper or special 
project, and final examination. Prerequisite: Sopho- 
more standing or higher. 

CAS 285 German Area Studies 

Prof. Mary Paidosh 

What is it like to live in a divided country between the 
super-powers of East and West? Are Germans really a 

"Wurst und Bier" people? Do they still cause fear and 
trembling in other European nations? This course is a 
comparative study of East and West Germany since the 
Second World War The staff and guest lecturers will 
discuss the significance of socio-political history, cul- 
tural and intellectual heritage, and the arts and litera- 
ture to the life of the East and West German citizen. 
What things make them different and what things do 
they share in common? Consideration is also given to 
the German ethnic contribution to the progress of 
America. Slides and films supplement discussions, and 
students will participate in workshops on special topics 
of German life. Students will read selections from 
Heidenheimer's The Governments of Germany, These 
Strange German Ways from plays by Bertolt Brecht, 
and short stories by East and West writers. Evaluation 
will be based on workshop participation, reports, a 
major research project, and a final exam. Prerequisite: 
Sophomore standing or higher. 

CAS 286 African Area Studies 

Profs, loan Barnett, lonckerBiandudi 

What did it mean to be an African in the past? What 
does it mean today? Thiscoursewill focus on those cul- 
tural patterns most characteristic of traditional and of 
contemporary indigenous populations of sub-Saharan 
Africa. Comparisons of the different cultural heritages, 
with special emphasis on political organization and 
process for selected societies, will be studied in depth. 
We shall aim for, through the use of readings, films, 
and presentations by guest lecturers, accurate repre- 
sentations of African peoples keeping in mind the in- 
teresting diversities and similarities found throughout 
the continent. A variety of reading materials will be 
used. Student evaluation will be based on quizzes and 
a final examination. 

CAS 287 Spanish Area Studies 

Prof. Pedro Trakas 

This course will acquaint students with many aspects of 
Spain, both past and present. This will be accomplished 
by a considerable variety of lectures, discussions, 
films, and workshops. Each week there will be a lec- 
ture, the discussion of a book, a movie or two, another 
discussion of another book, and a workshop. For dis- 
cussions, the required reading list will consist of six im- 
portant books which reflect the most representative 
characteristics of Spain (see instructor for list). For 
workshops, shorter supplementary reading assign- 
ments will be made. By the last day of classes, each stu- 
dent will submit an 8-10 page paper on some aspect of 
Spanish culture approved by the instructor. There will 
also be a final examination Prerequisite: Sophomore 
status or above. 

CAS 288 United States Area Studies 

Prof. Kenneth Keeton 

This area studies course is designed to acquaint the 
foreign student with a contemporary view of the U.S. 
based on a limited survey of its past. Knowledge will be 
presented through reading material, resource person- 
nel, and visual aids. The latter will be used to indicate 

the size and diversity of the country, a major problem 
for most foreign nationals. Reading material will con- 
sist of works such as Ifkovic's American Letter: Immi- 
grant and Ethnic Writing; Henry B. Parkes, The Ameri- 
can Experience; and John Jakes' bicentennial novel, 
The Furies. Field trips are contemplated, such as muni- 
cipal and county government, court room trial, local 
schools, and tour of St. Petersburg Times. Basic format 
of the course will be class discussions. Short papers will 
be required weekly for the purpose of improving writ- 
ing skills. A mid-term and final examination will be 
given. United States Area Studies is highly recom- 
mended of all degree-seeking foreign students. The 
course is open only to international students, and will 
meet one area studies course requirement for 

CVS 381 Black Literature 

Prof, lames Matthews 

The imaginative writings of black Americans represent 
eloquently the social, political and personal life of 
black people in this country. This course will be con- 
cerned primarily with the moral and cultural issues 
raised by a few of the most outstanding black writers. 
The first half of the course looks at the writings of 
Langston Hughes and Richard Wright in order to com- 
pare a comic and a tragic rendering of black experi- 
ence. During the second half of the course the focus 
will be on James Baldwin and Leroi Jones (Baraka) with 
particular emphasis on the place of the writer in a social 
revolution. Students will prepare a final paper on the 
writing of one other contemporary black writer 
(Ishmael Reed, Nikki Giovanni, etc.). A journal will be 
required in which students monitor their reading; the 
final exam will be based on this journal. Prior reading of 
Ralph Ellison's Invisible Man and Alex Haley's Roots is 

CVS 484 Professional Ethics and Personal Morals 

Prof. Ashby Johnson 

The purpose of the course is to provide critical and in- 
formed dialogue regarding the ethical standards asso- 
ciated with a range of vocations which require 
academic background. Topics considered are: the for- 
mation of value judgments, ethics of the marketplace, 
professional ethics in research, morals in public life, 
ethics in communication and mass media, art and 
morals. Two papers are to be submitted during the 
course. These, together with an examination and 
seminar participation, furnish the basis for evaluation. 

CVS 486 Secularism and Personal Values 

Prof. Gilbert Johnston 

What are the various meanings of the word "secular" 
and how has the trend toward secularism affected the 
arts, literature, government, religious institutions, and 
general life styles? These questions will be considered 
as background material for a discussion of personal 
values. Harvey Cox, The Secular City, will be read as 
representative of a positive Christian attitude toward 
secularism. Other readings will challenge this view or 
offer contrasting interpretations Each student will be 
expected to write a position paper on personal values 
and a report on secularism as challenge and/or oppor- 
tunity in a particular area of the student's concern. 

Evaluation will be based, in addition, on general par- 
ticipation and on one examination on the more objec- 
tive material of the course. 


ACM 131 The Black Church in Retrospect 

Prof. Moses Stith 

This course is designed as a brief historical survey of the 
development of the black church and its impact on 
American society from early slavery to reconstruction. 
It deals with the following issues: how the church de- 
veloped during that period, what factors contributed to 
its development, what historical figures affected its 
development, the relationship of the black church to 
the white church during this period, the impact of the 
church on the society of the period. Selected readings 
will be required. Evaluation will be based on writing 
assignments, classroom participation and a final 

ACM 305 Resident Advisor Internship 

Student Affairs Staff 

The primary purpose of the Internship is to increase the 
student's ability to observe, understand, evaluate, and 
act to facilitate community, social, and personal 
development of the people with whom the student is 
living and working. The following hours per week are 
expected of students: four of instruction, seven of 
preparation, and ten of laboratory. Evaluation will be 
on a substantial research project on an area related to 
the RA course, and on several shorter papers. Prerequi- 
sites: Selection as a Resident Advisor. 

AVS 383 The Psychology of Consciousness 

Prof. Thomas West 

This course is a Junior and Senior colloquium in the 
Human Development cluster of the Creative Arts Col- 
legium. With the development of humanistic psychol- 
ogy, attention has been directed to the phenomenon of 
consciousness. It may be that in our "normal" state we 
are aware of and are involved in only a small segment of 
our possible consciousness. Some studies indicate that 
the creative process is enhanced by the consciousness 
being in the alpha or theta states. This colloquium will 
explore the research, theories, and findings concerning 
altered states of consciousness. We will draw upon the 
creative venture in art, drama, music, and other fields 
where innovation occurs. 

AVS 384 Poetry and Values In Contemporary America 

Prof. Peter Meinke 

This course will concentrate on the content in the 
poems of Twentieth Century American poets. Man's 
relation to nature and society; to science and religion; 
to truth and beauty: these are the subjects of poets 
from Frostand Eliot toCinsberg and James Dickey. The 
class will explore these relationships as evidenced in 
the poems, along with the role that poetry itself plays, 
or does not play, or can play in these relationships. 

AVS 387 Fantasy, Science Fiction, and Human Values 

Prof. Richard Mathews 

"Reason is the enumeration of quantities already 
known; imagination is the perception of the value of 
those quantities," Shelley said in A Defense of Poetry. 
He argued that poets serve as prophets, since "they can 
foretell the form as surely as they foreknow the spirit of 
events." He could have been speaking of science 
fiction as it unites reason and imagination to examine 
controversial values questions raised by current and 
future technologies, political and social structures, and 
religious and ethical systems This course will consider 
works which, in Shelley's words, provide "the mirrors of 
the gigantic shadows which futurity casts upon the 
present." Texts will include books by Mary Shelley, 
H C Wells, Aldous Huxley, C.S. Lewis, Anthony 
Burgess, Ursula LeCuin, Joanna Russ, Brian Aldiss. 
Evaluation will be based on two short papers and a final 
examination. Prerequisite : Juniors and Seniors 

AVS 388 The Art Experience 

Prof. Margaret Rigg 

This course is open to any Junior or Senior (or Sopho- 
more with permission of instructor) who is working in 
any medium. It is designed to reveal what it means to 
be an artist today and to elicit from students various 
forms of response. Students will attempt to integrate 
the roles of artist, comprehender, symbol-maker, phil- 
osopher, human being, inquirer, reporter, writer, and 
critic. Each student is expected to continue working in 
the medium of his choice (theatre, dance, visual art, 
music, writing, etc.) This work will be brought to cri- 
tiques and will be used as part of the total evaluation of 
each student's participation in the course. In addition, 
a student's guide to the arts of the area will be produced 
from information gathered by the class. 

AVS 481 /ATH 461 The Theatre of Commitment: A 
Seminar in Theatre Theory 

Prof, lames Carlson 

The principal presence in contemporary drama is the 
"Theatreof Commitment" (Eric Bentley'sterm). Itdeals 
with live social, political, religious, and ethical issues 
in works by such playwrights as Brecht, Weiss, and 
Hochhuth and in the theatrical practices of Crotowski, 
the Living Theatre, Peter Schuman, and the San 
Francisco Mime Troup. It promotes debate and 
demands moral decision. The group will study selected 
accounts of theatre development, criticism and selec- 
ted plays. A short paper, group projects, and an inte- 
gration exercise will be required. This colloquium is the 
1978 topic of the Theatre Seminar. Students from 
outside the theatre concentration are welcome. 

AVS 484 Issues in Education 

Prof. Richard Bredenberg 

The sociological foundations of education are explored 
in this Creative Arts Collegium colloquium. This 
seminar includes: reports and comments on internship 
observations and interactions; discussion of assigned 
reading from texts, periodicals, and the press, inter- 
views with visiting experts, i.e., school board 
members, classroom teachers, parents and children; 
exploration of media as it relates to education; studies 

of the expectations of individuals and societies con- 
cerning education; development of a statement of 
personal-professional value demonstrating an integra- 
tion of data from curricular experience. 

AVS 489 Visual Arts Senior Seminar 

Prof. Margaret Rigg 

This course is designed to aid the student in transition 
from art studio to post-graduate work in art. Areas of 
major focus will be: the values implications of moving 
from art as a primarily personal expression to art as a 
public statement, exhibitions and exhibiting, graduate 
study, vocational opportunities and preparation of a 
resume. Evaluation will be based on participation and 
involvement and on written assignments. Enrollment is 
restricted to Senior art majors who have completed 

Values Sequence courses offered in 1978-79 

Bodies, Persons, and Meaning 
Fact and Value 


LVS 201 Western Civilization 

Profs, lames Matthews, Burr Brundage, Peter Pav 

Who are we? Where did we come from? Where might 
we be going? What is civilization? Is a civilization 
described only in terms of its "high culture"? Are we 
currently civilized, or is Western civilization grinding 
to a well-deserved halt? We will attempt to answer such 
questions in this course, taking, as an example of a 
definition of civilization, Kenneth Clark's film series 
"Civilisation." We will use the paperback of his scripts 
as a text, along with key cultural documents from the 
eleventh to the twentieth century. This values 
sequence colloquium is intended to help initiate Soph- 
omore students into the Collegium of Letters, but is 
open to all upper division students. Students will be 
evaluated on six short papers, a midterm and final 

LVS 301 Western Myths, Old and New 

Profs. Howard Carter, William McKee 

What are myths, and what can they tell us about our- 
selves? We will explore the nature of myth as a value- 
laden story that serves as a model for behavior. We 
shall read a book about myths, such as Eliade's Myth 
and Reality for theory, then pass to a brief review of the 
chief myths in the Judeo-Christian heritage, in the 
Creek mythological tradition, and in the American 
historical experience. The course will then focus on 
America from 1950 to the present, stressing the relation 
of personal and social values to our current myths. 
Evaluation will be on discussion, a term paper, short 
papers, and afinal. Limit 50. 



LVS 302 Justice, Law, and Community 

Profs. Felix Rackow, Burr Brundage 

All persons living in social groups, whether the state, 
the city, or the family, are faced with the necessity of 
understanding "community" and the inter-relation- 
ships of "law" and "justice." The purpose of this collo- 
quium is to explore the nature of law, its purposes, the 
means necessary to effectuate those purposes, the 
limits of the law's efficacy, the relation of law to justice 
and morality, and the modes by which law changes and 
grows historically in different communities. Evaluation 
will be based on a mid-term, final exam, term paper, 
and class participation. Limit: 50. 

LVS 304 Science, Technology, and Human Values 

Prof. Peter Pav 

A historical and philosophical analysis of the nature of 
science and its relation to human value systems. 
Organized around the audio-visual series Science and 
Society and Living with Technology, this course 
considers both specific contemporary issues and 
general questions about science and society. Most 
seminars will be student-led. Text: David E. Newton's 
Science and Society. Evaluation will be based on pre- 
sentations, participation, one in-class examination, 
and a term-paper. 

LVS 305 Woman as Metaphor: Investigating our 

Literary Heritage Prof, julienne Empric 

From Biblical Eveand Rabbinical Lilith through Joan of 
Arc and Mary Hartman, woman has been encaptured in 
metaphors which seek to illustrate some part of what it 
is to be human as well as the "other half." The witch, 
the bitch, the victim, the survivor, the shrew, the 
romantic, the doll have all been metaphors or repre- 
sentations for women. We will investigate the most 
significant of these in European, Canadian and 
American Literature, by exploring literary techniques, 
by attempting to understand moments in civilization in 
which a particular metaphor for woman embodies par- 
ticular values choices, and by investigating the pres- 
ence, absence or ambience of metaphor(s) for woman 
in today's world Evaluation will be based on the 
quality of reading, discussion, short papers, and final 
creative synthesis. 


NCM 113 [Modes of Learning] 

NCM 152 [Directed Study] 

Computer Algorithms and Programming 

Prof. Robert Meacham 

Problems suitable for computers are chosen from many 
fields The student programmer analyzes each 
problem, devises an algorithm for its solution, con- 
structs a flow chart diagram depicting the algorithm, 
and then translates the flow chart into BASIC or 
FORTRAN, the two programming languages learned in 
this course. Text to be announced. Evaluation is based 
primarily upon the quality of the problems solved suc- 
cessfully on the computer, and upon the quality of one 
special computer project of the student's choice. 
Several tests in BASIC or FORTRAN are also given. 

NCM 116 [Modes of Learning] 
Natural History 

Prof. Sheila Hanes 

This course is designed to introduce beginning students 
to selected methods of scientific inquiry using a topic 
of widespread interest. The methods stressed and their 
related skills are: 1) observation, data recording; 2) 
identification: use of systematic manuals and keys; 3) 
quantification: elementary statistics; 4) abstraction 
and summarization: composition of a technical paper; 
5) literature search: location and use of scientific litera- 
ture. Text to be announced. Evaluation will be based on 
periodic tests, laboratory reports and class partici- 

NCN 150 [Directed Study] 
The Universe 

Prof. Irving Foster 

How man perceives himself in any age is at least par- 
tially determined by how he perceives the physical 
universe of which he is a part, in the 20th century no 
less than in the past. This descriptive course deals with 
our present astronomical models. It begins with an 
overall view of the.structure of the universe followed by 
a more detailed study of the solar system and of stars 
and star systems. It concludes with a historical review 
of cosmological theories from ancient times to the 
present. Required reading includes four paperback 
texts and any supplementary works the student may 
need to aid his understanding. Evaluation is based on 
four short papers and either a final research paper or an 

NCM 151 [Directed Study] 
The World of Life 

Prof. Irving Foster 

This course stresses both the antiquity and the diversity 
of life on earth It begins with the question of how life 
came to be and how it evolved into today's myriad 
forms. It then turns away from the study of the 
individual or species to life as it is lived in communi- 
ties, in most of which man plays a part. Students read 
four paperback books and any supplementary material 
they may individually need or want. Evaluation is 
based on six short papers and either a research paper or 

NCM 204 Electronics 
NCM 252 [Directed Study] 

Prof. Wilbur Block 

Starting with first principles of electronic circuit 
theory, the basic operation of electronic circuits and 
instruments is studied. Course philosophy is to impart 
to the interested student sufficient knowledge of elec- 
tronics to enable him to utilize modern electronic tech- 
niques and instrumentation. Course content consists of 
an intermix of lectures and laboratory exercises based 
on a text and lab manual, to be determined. Evaluation 
is based on a lab notebook, assigned problems, and 

NCM 205 Astronomy 1978 

Prof. Wilbur Block 

Astronomy includes the study of the solar system and 
its origin, the stars and their evolution, and the struc- 
ture and origin of the universe of galaxies. Also studied 
are the principles of astronomical measurement. Con- 

stellations are identified. The moon, planets, and stars 
are observed telescopically where possible. Man's rela- 
tionship to the universe is considered. Course content 
includes lectures and readings from a text such as 
Jastrow and Thompson, Astronomy: Fundamentals and 
Frontiers. Observation sessions will be arranged. 
Evaluation will be based on participation, solutions to 
assigned problems, and exercises and written exam- 

NCM 250 [Directed Study] 
A History of Scientific Ideas 

Prof. Irving Foster 

NCM 206 The Paradox of Color 

Prof. Irving Foster 

What is color? What determines the color of an object? 
Is color a physical, a physiological, a psychological 
phenomena, or are all these aspects involved? Can 
color be measured? What illusions can color create? 
These and a hundred other questions could be raised in 
a course like this, and many of them will be. To under- 
stand the basic nature of color or color processes we 
must consider the nature of the light wave and the 
physical behavior of such waves, for at the most funda- 
mental level color is one of the natural phenomena of 
the physical world. There is a direct interplay between 
light waves and the human physiological and psycho- 
logical apparatus which enables us to perceive and 
interpret the messages these waves carry, but how per- 
ception occurs, particularly the perception of color, is 
by no means a solved problem. The great variety of 
color, natural andartificial, real and illusory, which our 
brains perceive demands schemes for defining, differ- 
entiating and classifying color, a study usually called 
colorimetry. Finally we shall consider how color is used 
in art and in design of all kinds, from bubble gum 
wrappers to furniture, to achieve specific aims or to 
create specific responses. Participation in it demands 
that you do a number of laboratory exercises, prepare 
and present material to the class, take two quizzes and 
prepare and present material to the class, take two 
quizzes and prepare a major project, verbal or non- 
verbal. You will be evaluated on the extent and quality 
of this participation. 

NCM 207 Introduction to Geology Prof. George Reid 

This course is designed to acquaint the student with 
knowledge of the composition of the earth's crust, the 
dynamics and processes that have led to present-day 
land forms. This will involve an understanding of earth 
materials and forces that modify these substances. 
Topics such as mineralogy, crustal movements, 
volcanism, ground and surface waters, and glaciation 
will be considered in the first part of the course. The 
second part will be given over to the history of the earth 
and its inhabitants and surface features. Laboratory 
will emphasize identification of rocks, minerals and 
fossil types, together with interpretation of geologic 
and topographic maps. Field trips will be made to 
nearby localities of geologic interest. Text is Zumberge 
and Nelson, Elements of Geology and laboratory 
manual is Zumberge, Physical Geology Manual. 
Evaluation will be based upon examinations and 
individual reports. 

As a contributor to man's cosmic outlook and increas- 
ingly as a source of ideas which provide the basis of our 
technological civilization, science is a vital force in 
Western society. While gadgets and devices capture 
public attention, the importance of science is in its 
ideas, whether associated with the physical or biolog- 
ical sciences. The rise, and fall, of these ideas from 
1500 AD. to the present is the concern of this course. 
The basic text isGillispiesTheEdgeof Objectivity, with 
three short paperbacks as supplementary reading. 
Evaluation is based on three short papers and one final 
research paper. 

NCM 251 [Directed Study] Prof. Irving Foster 

The Futures of Man: Worlds of Science Fiction 

A hallmark of modern science fiction is its concern with 
the future of man, the extrapolation of our present 
world into a future which may be pleasant, but is 
usually forbidding. Science, as science, plays a less 
dominant role than it once did, serving often only as a 
key to those futures in which cultural, societal, even 
theological concerns are more important. This course 
is directed toward the study of such works of science 
fiction. Required reading includes Sullivan's As Tomor- 
row Becomes Today, a modern critical work, and a 
minimum of 5000 pages of classic and modern science 
fiction. Evaluation is based on four short papers and a 
final research paper on the "future of man" theme. 

NCM 350 [Directed Study] 
Modern Astronomy 

Prof. Irving Foster 

Modern astronomy is a quantitative physical science 
and its models and theories are based on our 
knowledge of physical and chemical processes. This 
course emphasizes those processes which account for 
the characteristics of solar system, galaxy and universe 
and their creation. The basic readings are Unsold, The 
New Cosmos, and Schatzman, The Structure of the 
Universe, supplemented by any of several astronomy 
texts where needed by the student. Evaluation is based 
on three papers, one of which must be a major research 
paper. Prerequisites: at least an elementary course in 
physics and mathematics through calculus. 

NVS 480 The Conduct of Science and Technology 

Prof, loan D'Agostino 

This course is designed to confront the student with 
some of the more timely issues of the day affecting our 
environment and society. We will consider topics in 
terms of their scientific basis, technological develop- 
ment, environmental impact and the resulting effects 
on our society. Specific topics will include--but are not 
limited to— nuclear power plants in an age of dwindling 
fossil fuels, pollution and its concomitant politics, 
food additives and the F.D.AA. and a case study of an 
oil spill. In addition, we will discuss the scientist's 
responsibility to society and we will consider the 
forums available to scientists for voicing opinions on 



matters of public concern. Texts to be announced. 
Evaluation will be based on the quality of your class 
discussion, two tests and a final paper. 

NVS 481 Human Nature and Human Values 

Prof. Irving Foster 

Scientific discoveries since 1500 have radically altered 
man's view of himself and his relationship to the 
universe. This course will explore the questions "Are 
modern scientific views of the nature of man com- 
patible with the traditional Judeo-Christian value 
system? Are modern scientific views of man responsible 
for the apparent shift away from our traditional 
system?" Readings will be chosen from the works of 
such scientists as Bronowski, Schrodinger, Dubos, 
Skinner, Medawar, Jastrow, Eiseley, Ardrey, Lorenz, 
Darwin, Teilhard de Chardin and Huxley. Additional 
reading on the western value systems stemming from 
Judeo-Christian teachings will be included. These will 
be oriented toward ethical rather than theological 
matters although the latter may not be totally absent. 
Evaluation is based on student performance in present- 
ing material and leading discussions, on two short 
papers and on a final long research paper. The only pre- 
requisite is eligibility to elect value sequence 

NVS 482 The Oceans and Man Prof, lohn Ferguson 

This course is designed to provide a general awareness 
of the oceanic environment and its significance to us. 
We are faced daily with important decisions in such 
areas as oil exploration, land reclamation, pollution 
control, coastline preservation, and the extension of 
territorial limits. These decisions involve major con- 
cerns for values in the resolution of conflicting 
demands and uses, and comprehension of our steward- 
ship of the oceanic resources. The course forms the 
basis for the rational development of these value 
judgments by first reviewing the physical properties of 
the earth and its seas, including such topics as plate 
tectonics, the nature of sea water, waves, tides, 
currents, etc. It then relates these properties to the 
practical aspect of our use of the seas emphasizing 
specific problems in fisheries, and oil and mineral 
resource development. Finally, it deals with the more 
general influence of the seas on our civilization — past, 
present and future. This includes discussions on 
exploration, commerce, sea power, sea law, and the 
inspiration of the sea to the arts and other endeavors of 
mankind. Texts are McCormick and Thiruvathukal, 
Elements of Oceanography; Menard and Scheiber, 
Oceans: Our Continuing Frontier. 


The student's program, developed in consultation with 
the Mentor, should form a consistent pattern of courses 
in American culture, chosen from such fields as 
history, political science, literature, philosophy, 
religion, art, economics, and sociology. The program 
will include a minimum of ten courses, with five or six 
from one discipline, and at least three from a second 
discipline. Six of the ten courses must be beyond the 
introductory level. 


The major in anthropology is designed to help students 
acquire the basic perspective and understandings of 
the field, as well as proficiency in applying the anthro- 
pological viewpoint to the world in which they live. 
Requirements for the major include successful com- 
pletion of five core courses: Introduction to Anthro- 
pology, Research Methodology, Anthropological 
Theory, Physical Anthropology, Senior Seminar; suc- 
cessful completion of four other courses and one 
winter term in anthropology. Students who intend to 
pursue graduate studies in anthropology are strongly 
advised to take course work in the areas of statistics, 
language studies, history, sociology and psychology. 
Independent and directed study courses in various 
areas of anthropology are normally available each 
academic year. Anthropology majors are strongly 
encouraged to participate in one or more overseas 
study experiences during their four years at Eckerd. 

CAN 201 Introduction to Field Archaeology 

Prof. Dudley DeCroot 

This is a basic introduction to the study of archaeology. 
While reading of relevant material will be required, the 
major portion of the course will involve participation in 
an archaeology field experience. Readings, field note- 
book, and dig equipment will be assigned. Evaluation 
will be based upon the content and quality of the field 
notebook, and performance at the field site. Prerequi- 
sites: introduction to anthropology or permission of 
instructor. Limit 30 students. 

CAN 208 Human Sexuality Prof. Dudley DeCroot 

The bio-social nature of human sexuality will be 
studied, using an anthropological, cross-cultural per- 
spective. While the biological aspects of human sexu- 
ality will be reviewed in depth, the major emphasis of 
the course will be an exploration of sexuality as sym- 
bolically invested behavior. The consequences to man 
of his symbolic investment of sexuality will be studied 
in their' cultural, social and personal dimensions. 
Selected readings, field work projects, and small group 
interactions will be required in addition to participa- 
tion in lecture/discussion sessions. Evaluation will be 
based upon one examination and a series of analytic 

BAN 230 The Nature of Human Adaptation: An 
Approach to General Anthropology 

Prof, loan Barnett 

Unlike most non-human animals, man adapts cultur- 
ally as well as physically, and those human cultural 
capabilities have roots in biological heritage. In this 
course we shall examine those physical features which 
afford humans the ability to develop and use culture, to 
adapt by means of symbolic behavior. Human evolu- 
tion, as evidenced by patterns of social organization, 
will be dealt with in depth. This course is designed for 
the student who wishes to understand the nature of 
man in the broadest sense. Culture, People, Nature by 
Marvin Harris will be the primary text. Evaluation will 
be based on several exams. 

CAN 250/251 [Directed Study] 

The Endless Journey: An Introduction to Anthropology, 

I, II Prof. Dudley DeGroot 

This course is designed to introduce the student to the 
basic concepts, theoretical viewpoints, and research 
techniques of contemporary anthropology. The re- 
quired reading and writing assignments will enable the 
student to become familiar with the anthropological 
perspective, and provide an opportunity to apply that 
perspective through writing assignments. Evaluation 
will be based upon writing assignments submitted. 
Three textbooks are utilized in the course. 

CAN 305 Culture and Personality 

Prof. Dudley DeCroot 

A cross cultural investigation of the relationships 
between personality and culture. The course aims at 
introducing the student to the major theoretical and 
conceptual tools utilized by anthropologists in the 
study of personality in culture, as well as to the data 
gathering technique employed. A textbook and a 
variety of ethnographic studies will be utilized. Evalua- 
tion will be based upon one examination and the sub- 
mission of a cultural and personality autobiography 
which uses the frame of reference and concepts 
developed in the course. Prerequisites: introductory 
anthropology or introductory sociology and introduc- 
tory psychology or permission of instructor. 

BAN 330 Physical Anthropology Prof, loan Barnett 

This course will focus on the basic of man's physical 
development from a pre-human heritage to very recent 
human physical types. The initial class periods will be 
devoted to early concerns with evolution and with 
fossil man. Other sessions will focus on understanding 
why there are differences in physical types among 
ethnic groups and the ways in which those differences 
are assessed. Throughout the course we shall be con- 
cerned with man's distinctiveness relative to non- 
human populations and with diversity among human 
populations. The texts to be used are Physical Anthro- 
pology by Lasker; The Evoluation of Man's Capacity for 
Culture by Spuhler; and Primates by Lancaster. Evalua- 
tion will be based on exams and participation in class. 

BAN 331 The Missing Link; Anthropological Contribu- 
tions to the Bahavioral Sciences 

Prof. Joan Barnett 

Anthropology as a discipline is broad and as such draws 
from many other areas of study in the development and 
analysis of method, theory, and philosophy. Con- 
versely anthropological inquiry and thought can be of 
interest to students of psychology, sociology, and 
other behavioral sciences by providing an alternate 
framework for their respective concentrations. It is the 
aim of this course to examine the philosophical and 
theoretical contributions of anthropology to behav- 
ioral science in general with a goal towards providing a 
better grasp of the significant links among the disci- 
plines. A variety of readings will be selected. Basis of 
evaluation will be quizzes and short essays. Prerequi- 
site is completion of at least one behavioral science 

CAN 332 Making A Mirror For Man: An Introduction 
To Anthropological Research Methodology 

Prof. Dudley DeCroot 

All aspects of the anthropologists ways of knowing will 
be explored during this 14-week course. Lecture/dis- 
cussions will be tied in with readings and field work 
experiences. Students will have an opportunity to 
operate as anthropologists in the design and imple- 
mentation of different types of research modes A text 
and supplementary readings will be utilized. Evalua- 
tion will be based upon class participation and com- 
pletion of field work projects. Prerequisite: introduc- 
tory anthropology. 

BAN 336 Introductory Archaeology 

Prof, loan Barnett 

Contemporary archaeological concerns are not so 
much focused on types of artifacts as on the signifi- 
cance of artifacts and other objects of material culture 
for understanding man as a social being in a given 
environment. This course will focus on the application 
of archaeological methods and theory as they pertain 
to reconstruction of culture history and to analyses of 
cultural process in an ecological framework. A major 
goal of the course will be to discover what things one 
must know before beginning a "dig." The main text for 
the course will be Brian Fagan's In The Beginning. 
Evaluation will be based on quizzes and a research 

Courses offered in 1978-79 

CAN 306 Anthropology of Conflict 
CAN 330 Cultural Ecology 


Programs in visual arts are individually designed with a 
Mentor. Every program must include Visual Problem 
Solving and Basic Drawing, and two courses in Art 
History or Esthetics taken outside the discipline. Pro- 
ficiency in drawing and design must be demonstrated 
in a Sophomore show before the required thesis show 
may be undertaken in the Senioryear. 

AAR 111 [Modes of Learning] 
Visual Problem Solving I 

Prof, lames Crane 

This course is designed to give the beginning art 
student a systematic approach to working in visual arts. 
Through a series of limiting problems, the student 
learns to develop his ideas, and as he learns, limits are 
decreased and freedom is increased. The primary aims 
of the course are to: 1) develop skills in spatial organi- 
zation and in relating forms in sequence as an on-going 
process; 2) discover uniqueness and a personal 
approach to solutions, even within narrow and arbi- 
trarily prescribed bounds; 3) develop an ability to make 
and articulate sensitive and astute judgment on the 
quality of solutions; 4) develop increased dexterity in 
the handling of visual media. 



AAR 112 [Modes of Learning] 

Drawing Fundamentals Prof. Arthur Skinner ( fall) 

Prof. Margaret Rigg ( spring) 

This course will follow a modes-of-learning approach, 
process-oriented, on learning to learn to draw. Basic 
drawing media and instruments will be used. The 
approach will be discovering new ways of seeing, feel- 
ing, recording, and expressing images and forms. Each 
student should expect the materials to cost from $30 to 
$50. This is a basic skill course and regular attendance 
is necessary and expected. Freshmen and Sophomores 
are given top enrollment preference. The course may 
be repeated with a different instructor since the stress is 
on individual development rather than once-learned 

AAR 202 Clay Workshop: Raku Technique 

Prof. John Eckert 

This course, open to beginning and advanced students, 
will center around using the traditional Japanese Raku 
technique of firing clay pieces along with variations on 
that technique. Basically, the wart is Bisque fired, 
glazed with a low melting glaze and then returned to a 
pre-heated kiln. When the glaze has become molten, 
the pieces are pulled from the kiln with tongs and 
smothered in sawdust or quenched in water. The 
process and results are brilliant and dramatic as com- 
pared to regular kiln firing. Beginning students will be 
instructed in hand building techniques but are encour- 
aged to get as much experience as possible before the 
course begins as glazing and firing are the major 
emphases of the course. The text used will be Flynn 
Lyggard's RAKU. Evaluation will be based on the stu- 
dent's learning process evidenced by the quantity and 
quality of finished pieces. Each student will be respon- 
sible for showing all of his work at an interview at the 
end of the course. Prerequisites are Visual Problem 
Solving or Drawing. Limited to 15 students. 

AAR 214 Visual Workshop: Calligraphy 

Prof. Margaret Rigg 

The course will concentrate on English calligraphy 
(beautiful writing) and explore various styles of writing 
and letter forms. Materials can range from simple 
magic marker and pen and ink to the complexities of 
illumination on parchment using temperas and gold 
leaf Each student will develop a personal style while at 
the same time learning to appreciate and understand 
the heritage of calligraphy in the West. A textbook will 
be used as background reading and one presentation of 
information gathered from research will be required of 
each student. Prerequisite: permission of the in- 

AAR 219 Painting Critique 

Prof, lames Crane 

This course is for people who have taken Painting 
Workshop or have had prior experience in painting. It is 
not for beginners. The emphasis will be on independent 
work with regular critiques No materials are provided. 
Each student must procure the material needed to 
complete this course. 

AAR 221 Visual Problem Solving II Prof, lames Crane 

Visual Problem Solving II is a continuation and exten- 
sion of the process learned in Visual Problem Solving I. 
Problems set by students are worked out in an organic 
pattern as one solution becomes the take-off point for 
the next problem. This course is less pre-structured. 
Assignments are individual and the group critique 
method is used. Materials are not provided. Evaluation 
is based on consistant movement with the process, 
quality of participation in the critiques, and quality and 
quantity of work produced. The prerequisite is Visual 
Problem Solving I. 

AAR 222 Clay I 

Prof, lohn Eckert 

This course explores handbuilding— material, form, and 
spirit. Students will experience clay mixing and recy- 
cling, various hand-forming methods, glazing and 
firing, pottery room organization and maintenance, 
and a thinking and feeling inquiry into the process in 
which they are engaged. Evaluation will be based on 
the quantity and quality of clay work produced, par- 
ticipation in group efforts in the pottery shop and 
critiques, and on two written statements. Prerequisite: 
permission of the instructor. Preference will be given to 
Sophomore and Junior art majors. 

AAR 224 Art Projects 

Prof, lohn Eckert 

Art Projects provides an opportunity to work, under 
contract, in art media either independently or in media 
groups. Specific instruction, demonstrations, and 
workshops will be offered in painting block print, 
ceramics, and wood. Work will be evaluated on the 
basis of quantity, craftsmanship and evidence of 
involvement and personal aesthetic growth. Critiques 
will be scheduled regularly. Group events will be 
scheduled, but extensive work will be expected outside 
scheduled time. Professors will be available at posted 
times for consultation. Prerequisites: AAR 112 and AAR 

AAR 229 Basic Photography 

Prof. Arthur Skinner 

This course is to help students to become more aware 
of visual images through the recording power of light- 
sensitive materials. The course will deal with gathering 
and presenting photographic images through the use of 
photographic processes and equipment. Work sub- 
mitted will be appropriately mounted black and white 
photographs, two papers, and a notebook of data and 
comments kept by the student. Evaluation will be 
based on evidence of the students progress as seen 
through the papers, the notebook, and the photo- 
graphs. Class limit- 12. 

AAR 250 [Directed Study] 
History of the Print 

Prof. Arthur Skinner 

This course will survey chronologically the develop- 
ment of the print medium from its inception to its 
future, and counts as one art history credit. The 
required text will be Prints and People by Hyatt Mayor. 
Evaluation will be based on five papers and an oral 
examination at the end of the course. 

AAR 302, 303, 304 Open Clay Workshop 

Prof. John Eckert 

This is a semester-long open working situation for stu- 
dents and faculty. Basically the premise is to give the 
opportunity for semi-independent work in clay for both 
beginning and advanced students providing as 
accurate a model as possible to a regular studio situa- 
tion: students learning by working together along with 
an experienced person. Critiques, demonstrations, and 
technical lectures will be held at arranged times during 
scheduled class times. The instructor will set aside use 
of his time for consultations, classwork, and last but 
not least, his own work. This will offer the integration 
of the instructors working life with teaching life for the 
benefit of himself and the students. Evaluation will be 
based on growth during the semester as evidenced by 
the quantity and quality of work produced, an exam, 
and a final position paper. Prerequisites are Visual 
Problem Solving or Drawing or a note of reference from 
the Mentor as to the ability to work independently. 
Class limitof 45. 

AAR 305, 306, 307 Open Workshop: Graphics 

Prof. Arthur Skinner 

This will be printmaking lab for intermediate and 
advanced printmakers to help them further their tech- 
niques and imagery under the supervision of the 
instructor. Critiques will be held regularly. Students 
have the option of taking the workshop on a modular or 
semester basis. This is not a beginning course. Students 
should make individual arrangements with the instruc- 
tor regarding proposals and requirements. Evaluation 
will be based on quality and quantity of work, and par- 
ticipation during lab sessions. Prerequisites are 
Drawing, Visual Problem Solving, experience in your 
chosen print medium, and permission of instructor. 

AAR 320 Intermediate Studio Critique 

Prof, lames Crane 

These courses offer students a maximum of independ- 
ence with regular critiques of their work. Each student 
is asked to prepare a contract for what he intends to do 
in the semester. Materials to be used are media at the 
choice of the student. Material expenses normally run 
from $50 to $100. Class time is used for review of the 
work, field trips, and discussion. All work done in the 
semester following the contract will be the basis for 
evaluation. Prerequisites are Visual Problem Solving, 
Drawing, and any media workshop. 

AAR 328 Visual Graphics 

Prof. Arthur Skinner 

This workshop will include instruction in various print 
media for beginners, but the workshop is primarily for 
those who wish to do serious work in printmaking. 
Stress will be on independent work with regular group 
critiques. The prerequisites are Visual Problem Solving, 
Drawing, or permission of the instructor based on 
sketch book or portfolio. 

AAR 420 Advanced Studio Critique Prof, lames Crane 

These courses offer students a maximum of independ- 
ence with regular critiques of their work. Each student 

is asked to prepare a contract for what he intends to do 
in the semester Materials to be used are media at the 
choice of the student Material expenses normally run 
from $50 to $100 Class time is used for review of the 
work, field trips, and discussion All work done in the 
semester following the contract will be the basis for 
evaluation Prerequisites are Visual Problem Solving, 
Drawing, and any media workshop. 


Requirements for a major ordinarily will be satisfied by 
demonstration of basic knowledge and understanding 
of the history, methods, and principles of plant and 
animal morphology, taxonomy, physiology, embry- 
ology, genetics, evolution and ecology. Normal expec- 
tations include eight biology topics The botany spe- 
cialization includes General Botany, Microbiology, 
Cell Biology, Genetics, Advanced Botany, Invertebrate 
Zoology, Ecology and an elective The zoology special- 
ization includes Invertebrate Biology, Vertebrate Biol- 
ogy, Cell Biology, Genetics, Physiology, Ecology, 
Botany and an elective. Students are also expected to 
participate in the Biology Seminar during the Junior 
and Senior years. 

NBI 101 Organismic Biology I: Invertebrates 

Prof, lohn Ferguson 

This course leads the beginning student into an appre- 
ciation of the diversity of animal life, and the structural 
basis, evolutionary relationships, biological functions, 
and environmental interactions of these forms. The 
student is introduced first hand to the biological rich- 
ness or our local area. Understanding of the true nature 
of science is developed through personal experience in 
a group project. Particular attention is devoted to 
sharpening skills needed for the rational solving of 
problems, including critical observation, delineating 
boundaries of inquiry, acquiring and analyzing data, 
and communicating findings to others. Text is 
Hickman, Hickman, and Hickman, Integrated Prin- 
ciples of Zoology. Evaluation is based on scheduled 
quizzes and examinations, laboratory notebook, group 
project report, group and self evaluation forms. 

NBI 102 Organismic Biology II: Chordates 

Prof. George Reid 

This course is designed to acquaint the student with 
classification and evolutionary history of chordates 
and with chordate structure. Major emphasis is 
directed toward the understanding of neo-Darwinian 
evolution and the manifestation of evolutionary 
features as seen in the anatomy of aquatic and terrestri- 
al chordates. Texts are Walker, Vertebrate Dissection; 
Romer, The Vertebrate Story; Hickman, Zoology. 
Course matter will be considered in two one-hour 
lecture-discussion sessions and six hours of laboratory 
per week Written and/or practical exams will be given 
upon completion of dissections of the animals studied 
and periodically in the class schedule 



NBI 202 Cell Biology 

Prof. William Roess 

Cell structure and function will be examined. The flow 
of energy will be a unifying principle linking the pro- 
cesses of photosynthesis, anaerobic respiration, 
aerobic respiration, and the expenditure of energy by 
the cell to do work. The chemical processes in living 
systems will be related to the structural subunits of 
cells. Prepared slides will be used to show cell diversity 
and how cells are organized into tissues. A selection of 
experiments will be conducted to acquaint students 
with molecular and cytological techniques appropriate 
to investigations in cell biology. Text: to be 
announced. Evaluation will be based on periodic tests, 
laboratory reports and performance, and a final exam- 
ination. Prerequisite: high school level of chemistry 
and biology. 

NBI 203 General Botany 

Prof. Sheila Hanes 

In this course the biology of plants will be investigated. 
Topics will include the growth of plants, responses to 
environmental conditions, and evolutionary diversity 
of plants Both vascular and non-vascular plants will be 
considered Laboratories will be primarily field- 
oriented and will emphasize special plant adaptations 
and the identification of common species and their role 
in local ecosystems. Text: to be announced. Evaluation 
will be based on three examinations, laboratory reports 
and class participation. 

NBI 204 Microbiology 

Prof. Sheila Hanes 

This course is an introduction to the biology of micro- 
organisms. Emphasis will be on the role of micro- 
biology in community health. Laboratory activities will 
stress microbiological laboratory techniques, microbi- 
al ecology, and the isolation and identification of 
organisms from selected genera. Text: to be an- 
nounced. Evaluation will be based on three examina- 
tions, laboratory reports and class participation. 

NBI 301 Ecology 

Prof. George Reid 

This is an introduction to physical, chemical, and bio- 
logical relationships in natural communities. Environ- 
mental factors, populations, the community concept, 
traffic in energy, biogeochemical cycles, and social 
organization in ecosystems are considered. Field work 
is essentially aquatic in nearby ponds and Gulf shore- 
line There will be two one-hour lecture-discussion 
sessions and six hours of laboratory per week. 
Readings: Reid and Wood, Ecology of Inland Waters 
and Estuaries; Scientific American: "The Biosphere," 
Odum, Ecology; assigned journal articles. Evaluation 
will be based on quizzes, a final examination, labora- 
tory technique, and laboratory report. Prerequisites: 
Organismic Biology I and II, Botany, or permission of 

NBI 303 Genetics and Development: Interpretive 

Prof. William Roess 

Mendelian and transcription genetics will be presented 
from an historical perspective. Key experiments will be 
described in sufficient detail to lead the student to a 
better understanding of how questions are asked and 

answered in the biological sciences. Gene regulation 
will be used as a bridge to introduce processes in devel- 
opment. Text: to be announced. Evaluation will be 
based on periodic tests, a term paper, and a final exam- 
ination. Prerequisites: designed for Junior-level science 
students who are particularly interested in interdisci- 
plinary work or for less professionally oriented biology 

NBI 304 Comparative Physiology: Interpretive 

Prof. John Ferguson 

This course will examine the various physiological 
mechanisms possessed by different animals, including 
osmotic and ion regulation, nutrition, excretion, respi- 
ration, circulation, temperature regulation, move- 
ment, nervous integration and endocrine function. 
General principles will be emphasized as revealed 
through application of the comparative method. Inte- 
gration of these principles into other areas of the 
individual students interest will be enhanced through 
interdisciplinary work, a term paper, or other type of 
appropriate activity. Text: Schmidt-Neilsen, Animal 
Physiology. Work to be submitted for evaluation: 
assigned quizzes and examinations, a prospectus on 
the Interpretive work to be undertaken, and a final 
report on that work. Evaluation will also be based on 
participation in daily class discussions. Prerequisites: 
designed for Junior level science students who are par- 
ticularly interested in interdisciplinary work. Some 
previous background in college level biology and 
chemistry would normally be expected. 

NBI 305 Genetics and Development: Investigative 

Prof. William Roess 

Mendelian and transcription genetics will be presented 
from an historical perspective. Key experiments will be 
described in sufficient detail to lead the student to a 
better understanding of how questions are asked and 
answered in the biological sciences. Gene regulation 
will be used as a bridge introducing processes in 
development. This course will be a lecture course with 
laboratory work designed to develop specific skills, 
including how to grow, maintain and experiment with 
microbial and possibly mammalian tissue culture cells. 
Text: to be announced Evaluation will be based on 
periodic tests, laboratory reports and performance, 
and a final examination. Prerequisites: designed for 
Junior-level biology majors. 

NBI 306 Comparative Physiology: Investigative 

Prof. John Ferguson 

This course will examine the various physiological 
mechanisms possessed by different animals, including 
osmotic and ion regulation, nutrition, excretion, respi- 
ration, circulation, temperature regulation, move- 
ment, perception, nervous integration and endocrine 
function. General principles will be emphasized as 
revealed through application of the comparative 
method. Marine organisms will be chosen as examples 
whenever possible, and only minor comment will be 
made on the functional processes unique to man. An 
investigative laboratory, employing advanced meth- 
odology, will function to sharpen the students analyti- 
cal skills as applied to the whole organism. Texts: 

Schmidt-Nielsen, Animal Physiology; Hoar and Hick- 
man, A Laboratory Companion for General and Com- 
parative Physiology. Evaluation is based on five written 
laboratory reports, a laboratory notebook, assigned 
quizzes and examinations, and participation in daily 
class discussions Prerequisites: designed for junior 
level biology maiors 

NBI 402 Advanced Topics in Ecology 

Prof. George Reid 

This course will consider selected aspects of aquatic or 
terrestrial ecosystems Topics to be included will be 
determined by student interests. Readings and evalua- 
tion will be arranged. Prerequisites: Organismic 
Biology I and II and Ecology. 

NBI 408 Biology Seminar [2-year sequence! 

Prof. John Ferguson, Biology Staff 

This course will consist of a series of seminars and dis- 
cussions on topical problems in viology, especially 
those not fully explored in other areas of the biology 
curriculum Particular concern will be maintained for 
the historical heritage of the discipline Each partici- 
pant will make at least one presentation, and must 
attend and actively contribute to all meetings. Work to 
be submitted for evaluation: abstract and bibliography 
of presentation, evaluation reports on selected 
speakers, and a final exam on the assigned readings 
Junior and Senior biology majors participate formally 
in this seminar for one course credit and Sophomores 
are invited toattend 

NBI 499 Independent Research -Thesis Biology Staff 

Upon invitation, Seniors may design and carry out a 
creative research program, usually resulting in a 
written dissertation which is presented and defended in 
the spring of the year. Each participant will consult 
closely throughout the course of his work with at least 
one of the biology faculty. Materials to be used are 
original literature Work submitted for evaluation: 
preliminary prospectus, periodic progress reports, dis- 
sertation. Prerequisites, three years of superior work in 
biology and an invitation from the biology faculty. 

Courses offered in 1978-79 

NBI 406 Advanced Topics in Botany 
NBI 412 Advanced Topics in Cenetics 


The biopsychology major couples a broad program of 
course work in the natural, biological, and social 
sciences with integrative course and laboratory experi- 
ences in the fields of physiological psychology and 
animal behavior. The major is preprofessional in char- 
acter, and graduates go on to doctoral programs in 
psychology, medicine, and biology. Basic require- 
ments include four courses in biology, chemistry 
through organic chemistry, two courses in statistics 
and experimental design, and three courses in experi- 
mental psychology. Students are encouraged to do a 
Senior thesis 


In addition to the all-college requirements, students 
majoring in business administration/management take 
Introduction to Psychology, Introduction to Sociology, 
The Managerial Enterprise, Statistical Methods, Intro- 
duction to Accounting, Introduction to Microeconom- 
ics and the business administration skill courses con- 
sisting of Business Principles, Managerial Accounting, 
Marketing, Corporate Finance and Business Law An 
internship, normally completed between the Junior 
and Senior years, is a graduation requirement. 

BBA 275 Introduction to Business Principles 


The goals of the course are for the student to learn how 
business is related to society and to obtain a basic over- 
view of all areas of business Students will become 
familiar with the business vocabulary, the conflicting 
demands on business by employees, suppliers, and 
government, and information about employment 
opportunities in business. Texts will be required 
Evaluation criteria is included in the syllabus 

BBA 276 Introduction to Marketing 


This course will study the effect of advertising within 
the total marketing environment and introduce the 
student to marketing theory and methods A text will be 
assigned Evaluation criteria is included in the syllabus 
Prerequisite: Principles of Microeconomics. 

BBA 277 Small Business Ownership 


This course will focus on the administration of small 
enterprises The environment and the philosophies for 
successful small business operation will be covered 
Also, the problems of initiating a business, financial 
and administrative controls, advertising and marketing 
programs and policies, the functions of managing pro- 
duction facilities, control of inventory, and personnel 
selection will be covered A text and selected readings 
will be assigned. Evaluation criteria is included in the 
syllabus Prerequisite: Introduction to Business Prin- 

BBA 278 Business Law 


This course covers the legal problems that are faced in 
organizing and running a private business The 
emphasis is on formation of proprietorship, partner- 
ships and corporations and on contract law. Cases 
related to these and other areas are covered in class. A 
text will be assigned. Evaluation criteria will be 
included in the syllabus. 

BBA/BMN 370 Managerial Accounting 
For description see MANAGEMENT. 

BBA 479 Corporate Finance 


This course is a study of corporate structures, the dif- 
ferent forms of business organization, and the markets 
firms use to raise capital The course covers methods 
firms use to manage portfolios and to administer 

income and expenses. A text is required. Criteria for 
evaluation are included in the syllabus. Prerequisite: 
Principles of Accounting. 

For other courses see MANAGEMENT, ECONOMICS, 


Students majoring in chemistry will normally take, for 
the B.A. degree, Concepts in Chemistry I and II, 
Organic Chemistry I and II, Thermodynamics and 
Kinetics, Chemical Equilibrium, Chemistry Colloqui- 
um, Calculus I and II, Physics I and II and one opper 
level chemistry elective. For the B.S. degree, students 
will ordinarily take Calculus III plus three additional 
upper level chemistry courses beyond those required 
for the B.A. In addition, all B.S. degree candidates 
must fulfill the collegia! requirement of 16 courses in 
Natural Sciences. 

NCH 110 [Modes of Learning] 

Introduction to Chemistry Prof. Richard Neithamer 

This course will introduce the student to the study of 
chemical science and should be particularly useful to 
those of limited background in chemistry and mathe- 
matics who wish to pursue the study of chemistry and 
the biological sciences. Specific attention will be given 
to the development of skills in observation, logical 
analysis, imaginative conception and problem-solving. 
The student will develop factual knowledge in chem- 
istry and concepts of molecular structure and dynamics 
through readings, lectures, problem discussions and 
occasional laboratories. Text to be announced. Evalua- 
tion will be based on performance in tests, a final 
examination and the laboratory. Prerequisite: high 
school algebra. 

NCH 121 Concepts in Chemistry I 

Prof, loan DAgostino 

This course treats the fundamental principles of 
modern chemical theory and is designed for those who 
plan to major in the sciences. Concepts of stoichio- 
metry, periodicity, atomic structure, chemical bond- 
ing, and molecular geometry are presented in a frame- 
work which draws upon both inorganic and organic 
examples. The physical and chemical behavior of gases 
and liquids are also discussed. Text to be announced. 
Evaluation will be based upon performance on tests, a 
final and the laboratory. Prerequisites: a good high 
school chemistry course and three years of high school 
math or Introduction to Chemistry, NCH 110. 

NCH 122 Concepts in Chemistry II 

Prof, loan D'Agostino 

This course continues to explore the fundamental prin- 
ciples of modern chemical theory which are of special 
importance to later work in chemistry and molecular 
biology. Topics to be included are thermodynamics, 
acid-base chemistry, chemical equilibrium, electro- 
chemistry and kinetics An introduction to organic 
chemistry and biochemistry, including molecules of 
biochemical importance, will also be presented. The 
laboratory program will complement the lecture 

material through the course. Text to be announced. 
Evaluation will be based on three examinations, several 
quizzes and the laboratory work. Prerequisite: success- 
ful completion of Concepts in Chemistry I. 

NCH 221 Organic Chemistry I 


This course is the first part of a two-course sequence 
which deals with the chemistry of carbon-containing 
compounds. In this course, basic concepts concerning 
the reactions, structure, and bonding of carbon com- 
pounds, particularly hydrocarbons, will be considered. 
The three-dimensional structure of such compounds 
will be emphasized and spectroscopic methods for 
structure determination such as infrared spectroscopy 
and nuclear magnetic resonance spectroscopy will be 
discussed. Some of the polar functional groups will also 
be considered. Text to be announced. Evaluation will 
be based upon performance on tests, a final, and the 
laboratory. Prerequisites: Concepts in Chemistry I and 

NCH 222 Organic Chemistry II 


In this course the study of carbon-containing com- 
pounds will be continued. The various functional 
groups will be considered in detail with the study pro- 
ceeding from the simpler to the more complex func- 
tional groups and finally to multifunctional com- 
pounds. Several special topics such as advanced syn- 
thetic methods, molecular rearrangements, and heter- 
ocyclic compounds will also be considered. Text to be 
announced. Evaluation will be based upon perform- 
ance on tests, a final, and the laboratory. Prerequisite: 
Organic Chemistry I. 

NCH 322 Qualitative Organic Analysis 


This course will acquaint the student with the ways in 
which the systematic identification of an unknown 
organic substance is accomplished. Thus, the identifi- 
cation of several unknowns (some pure and some mix- 
tures) will be carried out by the student. The use of 
instrumental methods such as infrared spectroscopy, 
nuclear magnetic resonance spectroscopy, and mass 
spectrometry inorganic structure determination will be 
considered in detail. Text to be announced. Evaluation 
will be based upon performance on tests and 
completion of the laboratory unknowns. Prerequisite : 
Organic Chemistry II . 

NCH 323 Thermodynamics and Kinetics 

Prof. Richard Neithamer 

This course will emphasize a molecular approach to 
thermodynamics. It involves kinetic molecular theory, 
Boltzman distribution, the three laws of thermody- 
namics, free energy, thermochemistry, and the ther- 
modynamics of liquids, phase equilibrium, solutions 
and colligative properties. Kinetics deals with the rates 
of chemical reactions, and the factors affecting them. 
The laboratory emphasizes thermodynamic properties 
of solutions. Textbook will be Adamson, Physical 
Chemistry. Evaluation will be based on three examina- 
tions, a final and the laboratory work. Prerequisites: 
Concepts in Chemistry I and II, Physics I and II, 
Calculus I and II. 

NCH 324 Chemical Equilibrium 

Prof. Richard Neithamer 

The fundamental theory of chemical equilibrium will 
be applied to many types of equilibria. Systems studied 
include acid-base, redox, homogeneous, heterogen- 
eous, and phase equilibria. These systems will be 
treated theoretically in the lecture and practically in 
the laboratory. Text for the course will be Skoog and 
West, Analytical Chemistry. Evaluation will be based 
upon satisfactory performance in tests, a final, and the 
laboratory. Prerequisites: Thermodynamics and Kin- 
etics (NCH 323) and Calculus II (NMA 132). 

NCH 423 Advanced Inorganic Chemistry 

Prof. Richard Neithamer 

This course deals with in-depth studies of electronic 
structure and periodic properties of the atom, theories 
and properties of the covalent bond, stereochemistry 
in inorganic molecules, the inorganic solid state, acid- 
base chemistry, coordination chemistry, electrochem- 
istry, inorganic reaction mechanisms and organo- 
metallic chemistry. The course will be operated on a 
seminar basis involving specified reading and problem 
assignments for each class period. Readings include a 
recent advanced text, selected paperbacks and the 
inorganic chemistry literature. Evaluation will be based 
on three examinations and extensive problem assign- 
ments. Prerequisites. Thermodynamics and Kinetics 
(NCH 323) and Chemical Equilibrium (NCH 324) or 
permission of the instructor. 

NCH 425 Biochemistry 


This course is concerned with the molecular basis of 
life and, therefore, the chemical processes which occur 
in the living cell will be emphasized. The various 
molecular components of cells will be treated first. This 
will be followed by the study of the important 
metabolic pathways involved in the generation of 
phosphate bond energy. Finally, the biosynthetic path- 
ways which utilize phosphate bond energy will be con- 
sidered. Text, Lehninger, Biochemistry. Evaluation will 
be based upon performance on tests and a final exam- 
ination. Prerequisite: Organic Chemistry II. 

bimonthly with student, faculty and visitor participa- 
tion, junior and Senior chemistry majors should expect 
to present one or two papers a year and will receive one 
course credit upon satisfactory completion of the two 
years of participation. Evaluation will be based on the 
quality of the students presentations and participation 
in discussions. 

NCH 459 Independent Research -Thesis 

Chemistry Staff 

Senior chemistry majors who have demonstrated com- 
petence in the field may be invited to do independent 
research with a member of the chemistry staff during 
their Senior year. The student will be responsible for 
submitting a proposal of the research planned, carrying 
out the work, writing a thesis reporting the findings of 
the research, and defending the thesis before a thesis 

NCH 423 Advanced Organic Chemistry (offered in 


LCL 121 Beginning Greek Prof. Frederic White 

An introduction to Creek grammar and to New Testa- 
ment Creek with readings from the Gospel of John. 
Paines Beginning Greek will be the basic text. Evalua- 
tion in the course will be based on recitation, on 
quizzes, and on a final examination. 

LCL 122 Intermediate Greek 

Prof. Frederic White 

Readings from Plato and Xenophon with attention to 
Attic Greek and Freeman and Lowes Greek Reader. 
Evaluation in the course will be based on recitation, on 
quizzes, and on a final examination. Prerequisite: LCL 

LCL 190 Latin 

Prof. Frederic White 

An introduction to Latin grammar with extensive read- 
ings from original Latin material. Text, Wheelock, 
Latin. Weekly tutorials, with exercises. 

NCH 426 Symmetry and Structure 

Prof, loan D'Agostino 

This course will cover the theoretical (symmetry, 
molecular orbital theory) and spectroscopic (ultra- 
violet, infrared, nmr) techniques applicable to a struc- 
tural study of condensed states of matter. Symmetry 
operation will be performed on organic molecules and 
inorganic complexes in order to deduce the nature of 
bonding in these compounds. These results will be 
applied to spectroscopic transitions in these mole- 
cules, allowing a better understanding of the origins of 
such absorbances. Text to be announced. Evaluation 
will be based on two tests and a final examination. Pre- 
requisites: Organic Chemistry II, Calculus. 

NCH 428 Chemistry Seminar[2-year sequence] 

Chemistry Staff 

A series of papers and discussions on topics in chem- 
istry and related subjects. Meetings will be scheduled 


Students majoring in community studies are required 
to take the following courses: American Community, 
Community Organization, Community Field Experi- 
ence, Complex Organizations and Bureaucracies, Sta- 
tistical Methods, and Research Design. In addition to 
the core courses mentioned above a student may wish 
to undertake electives or independent study courses 
from a list of subjects which are compatible with a 
community studies major. 

BCS 116 [Modes of Learning] 
The American Community 

Prof. William Winston 

This course is designed to provide a foundation for 
understanding the American community in its com- 



plexity, diversity, and patterned behaviors, using both 
theoretical and case study approaches. Students will 
develop skills in identifying and analyzing community 
structures and values, and in researching some aspects 
of community. The course is open to all students. 
Texts: Perspectives on the American Community, by 
Roland Warren and Communities: A Survey of Theories 
and Methods of Research, by Dennis E. Poplin. Evalua- 
tion will be based upon two examinations and a term 

BCS 377 Community Field Experience 

Prof. William Winston 

These courses provide apprenticeships and internships 
in carefully selected community agency areas. Upon 
approval of the instructor and field supervisor, a 
mutually agreed upon contract is signed, identifying 
the particular job description, activities, and responsi- 
bilities of the student. Apprenticeships are defined as 
exploration into areas of personal student interest and 
of community need. Internships are defined as concen- 
trated training in an area of student career or voca- 
tional interest. Prerequisites: Approval of instructor 
and field supervisor; second semester Freshman 
standing. Limited to twenty students. 

BCS 376 Community Organization [offered in 1978-79] 


Comparative literature is an interdisciplinary approach 
to literature. Students declare three areas: 1) five 
courses in a literature (commonly English and/or 
American), 2) three courses in a foreign language (such 
as French, German, or Spanish), of which at least two 
are literature courses, and 3) two courses in a second 
foreign language (at any level), or in another discipline 
(such as history, religion, philosophy, etc.), or in an 
approved specialty (world literature in translation, 
myth, the Don )uan tradition, etc.). Students should 
have one course using comparative methodology. 
Linguistics and literary criticism are recommended. 


The Writing Workshop helps develop serious writers- 
students who think of themselves primarily as writers 
and students for whom writing will be an important 
avocation. Students develop their curriculum individu- 
ally in consultation with the Mentor. Course work 
varies considerably, but normally must include at least 
two workshops (selected from offerings in such 
subjects as poetry, fiction, playwriting, reviews, and 
journalism) and six other courses in literature. Seniors 
are required to complete a thesis or Senior manuscript. 

AWW 227 Fiction Workshop 

Prof. Peter Meinke 

This course is open to all; preference is given to upper- 
classmen. The workshop will be limited to 15 students 
and will concentrate on various fictional techniques. 
Students will bring in their stories and sketches for dis- 
cussion and review. A familiarity with current fiction 
and books about current fiction will also be 
encouraged. Evaluation will be based on stories written 
during the term. Permission of the instructor is pre- 

AWW 228 Fiction Workshop Prof. Richard Mathews 

This course is open to all; preference is given to upper- 
class students. The workshop will be limited to 15 and 
will concentrate on various fictional techniques. Stu- 
dents will bringtheirstoriesand sketches for discussion 
and review in class. A familiarity with current fiction 
and books about current fiction will also be 
encouraged. Evaluation will be based on class partici- 
pation and on stories written during the term. Prerequi- 
site: permission of instructor. 

AWW 230 Poetry Workshop Prof. Peter Meinke 

This course is open to all; preference is given to upper- 
classmen. The workshop will be limited to 15 students 
and will concentrate on forms and technique in poetry. 
Students will submit their poems for discussion and 
review. A familiarity with current poetry magazines 
will also be encouraged. Evaluation will be based on 
poetry written during the term. Prerequisite: permis- 
sion of the instructor. 

AWW 231 Poetry Workshop Prof. Richard Mathews 

This course is open to all; preference is given to upper- 
class students. The workshop will be limited to 15 and 
will concentrateon forms and technique in poetry. Stu- 
dents will submit their poems for discussion and 
review. A familiarity with current poetry magazines 
and major contemporary poets will also be encour- 
aged. Evaluation will be based on poetry written during 
the term and class participation. Prerequisite: permis- 
sion of instructor. 

AWW 250 [Directed Study] 
History and Art of Making Books 

Prof. Richard Mathews 
A survey of the history and practical skills of making 
books: including basic elements of paper making, 
typography, lay-out, printing, and binding. Students 
will complete design assignments in each area of book 
production. Lab sessions will be arranged through the 
Modern Media Institute, campus literary magazine, 
Dixie Hollins High School printing department, and 
various other area publishers. Texts and materials will 
include Five Hundred Years of Printing; The Alphabet; 
The Book; and assorted supplies. Evaluation will be 
based on a portfolio of design assignments and a final 
exam on history and technique. 

AWW 251 [Directed Study] 

Prof. Richard Mathews 

A survey of major issues and techniques of modern 
journalism. Students will practice various styles of 
writing, including news, features, reviews, analysis and 
investigative reporting. Typography, graphics, photo 
journalism, lay-out and production will also be investi- 
gated. Practical lab experience will be arranged 
through the Modern Media Institute, the campus news- 
paper, or other area resources. Students will be asked 
to address values questions essential to informed, free 
journalists. Texts will include A. P. Stylebook (new, 
revised edition, 1977); Pressures on The Press; Aspen 
Notebook on Government and Media. Evaluation will 
be based on written assignments, midterm and final 


A concentration in East Asian Area Studies may be 
planned through a supervising committee of three 
faculty members. 


In addition to the collegial requirements of statistics 
and two modes of learning courses, students majoring 
in economics are required to take a minimum of eight 
economics courses. All students will take Principles of 
Microeconomics, Principles of Macroeconomics, 
Intermediate Microeconomic Theory, Intermediate 
Macroeconomics and History of Economic Thought. In 
addition, students will choose electives from a list of 
approved courses. Independent study courses super- 
vised by the economics faculty can count as economics 

BEC 281 Principles of Microeconomics 

Prof. Tom Oberhofer 

This course will develop basic principles of price theory 
and focus on their application. We will study the 
operation of the market system and illustrate it with 
examples of recent farm and energy problems. We will 
discuss industrial structure and pricing of output under 
different competitive structures. We will discuss cost- 
benefit analysis and apply it to environmental quality 
decisions. Other topics covered include economics of 
education and crime. A text will be announced. There 
will be two one-hour tests and a final exam. This course 
is required of all students concentrating in economics; 
other students may take either BEC 251 or 252 or both. 

BEC 282 Principles of Macroeconomics 

Prof. Tom Oberhofer 

This is an introductory course in national income 
determination theory. It includes an analysis of the 
elements which comprise the national income and the 
role of the federal government in maintaining a high 
level of income and employment without inflation. 
Special attention is given to monetary and fiscal policy. 
We will develop a model of the economy and use it to 
study recent problems of inflation, recession, and 
balance of payments deficits. This course will use a 
textbook. There will be two one-hour tests and a final 
exam. This course is required of all students concen- 
trating in economics; other students may take either 
BEC 251 or 252 or both. 

BEC 350 [Directed Study] 
BEC 381 Investment Analysis 

Prof. Tom Oberhofer 

This course will examine the operation of the major 
financial markets in the U.S., with an emphasis on the 
stock market. There will be a twofold thrust to the 
course. First the student will study the structure and 
institutional characteristics of financial markets. 
Second, he will focus on industry and company 
analysis. The emphasis is on fundamental analysis, 
although technical analysis and random walk theories 
are discussed. The text is Fischer & Jordan's Security 
Analysis and Portfolio Management, supplemented by 
the National Association of Investment Club's Invest- 

ment Club Manual. Evaluation will be based on answer- 
ing short essay questions at the end of each chapter, on 
individual company and industry analyses, and on 
recording, plotting and evaluating technical com- 
ponents of market performance. The student can- 
expect to do at least four major industry analyses and 
25 company analyses. Prerequisites are Statistics and 
Principles of Micro and Macroeconomics. 

BEC 382 Intermediate Macroeconomics 

Prof. Tom Oberhofer 

This course covers the basic determinants of aggregate 
demand and aggregate supply. The course is divided 
into three main parts: first, national income accounts; 
second, a static analysis of the aggregate market for 
goods and services using both Keynesian and neo- 
classical approaches; and third, the applications of 
macro theory to the problems of domestic stabilization 
and the balance of payments. A text will be 
announced. Evaluation will be based on several tests 
and a final exam. Prerequisite is BEC 282 Principles of 

BEC 384 Managerial Economics 


The emphasis of this course is upon applying theoreti- 
cal economics to problems faced by managers of 
private business. A number of case studies will be used, 
and business simulation games will cover some areas of 
the subject. The goal is to improve the students' 
knowledge of the problems business managers must 
cope with and to give the students skills in using 
economic tools as aids in resolving these problems. 
Required reading will include one text. Evaluation will 
be based upon performance on case studies and 
quizzes. This course is primarily for the students con- 
centrating in management, but any student who has a 
background in economics and is interested in applica- 
tion will enjoy the course. Students taking this course 
should have had a course in Principles of Economics, 
preferably BEC 281 Principlesof Microeconomics. 

BEC 386 Money and Banking 


In this course attention will be given to the structure of 
commercial banking in the United States; how the 
structure evolved; and what sort of functions banks 
perform in today's modern market economy. The 
course also will deal with monetary theory and with 
international monetary institutions like the Interna- 
tional Monetary Fund. The goal is for students to learn 
the structure and functions of commercial banks and to 
broaden their understanding of a money economy. 
One textbook will be the required reading for the 
course. Evaluation will be based on performance on 
semester tests plus a final exam. This course is primarily 
for students concentrating in economics or in manage- 
ment with an economics emphasis. Students should 
have taken at least one basic course in economics 
before taking this course. 


BEC 450 [Directed Study] 

History of Economic Thought Prof. Tom Oberhofer 

The purpose of this course is to trace the evolution of 
economic ideas as developed and expounded by 
Western economists. The attempt will be made to 
demonstrate the linkage between changing economic 
ideas and changing sociopolitical conditions. The 
student will familiarize himself with the teachings of 
the mercantilists, the physiocrates, Adam Smith, 
Malthus, Ricardo, Mill, Marx, Marshall, the German 
and American schools of thought. A text will be used, 
supplemented by outside readings. Evaluation will be 
based on a paper and tests. Prerequisites are BEC 281 
and 282 or permission of the instructor. 

BEC 488 International Economics 


This course presents a consideration of international 
trade and international finance theory and policy. The 
balance of international payments, exchange-rate 
adjustment, the nature of the gains from trade, and U. 
S. commercial policy are among the principal topics 
included. There will be one basic text, with additional 
library reading and written reports. Two tests and a 
final examination will serve as criteria for evaluation. 
Prerequisites are BES251 and 252. 

Courses offered in 1978-79 

BEC 358 Economic Development 

BEC 482 United States Economic History 

BEC 484 Public Finance 


Elementary and Early Childhood Education 

The Elementary Education major requires a minimum 
of 15 courses in general education, with not less than 
two courses and not more than four courses earned in 
each of the five following areas: communication (two- 
four courses), human adjustment (four courses), bio- 
logical sciences, physical sciences, and mathematics 
(two courses), social sciences (two-four courses), 
humanities and applied arts (four courses). The major 
also requires seven courses and one winter term of pro- 
fessional preparation. The Elementary and Early 
Childhood Education major has the same requirements 
as the Elementary Education major, but requires nine 
courses and one winter term of professional prepara- 

Secondary Education 

Eckerd College has approved programs for Secondary 
Education in art, biology, chemistry, drama, English, 
French, German, history, humanities, mathematics, 
music, physics, psychology, social sciences, and 
Spanish. The program includes six courses in profes- 
sional education and sufficient required courses to 
qualify for a major in the content area. 

AED 118 [Modes of Learning] 
Early Childhood Education I 

Frank Schorn 

The growth of the young child from infancy to age six 
will be examined in an attempt to establish links 

between biological, familial, and cultural influences 
on the child and the design of outstanding early educa- 
tional practices. Students will observe one child with 
particular attention to individual differences including 
birth order, sensory stimulation and deprivation, sex, 
race, and social class in relation to intellectual func- 
tioning, socialization patterns, and aptitudes. Evalua- 
tion will be based on an anecdotal record and explora- 
tion of issues such as design and implementation of 
early childhood curricula, alternate staffing, and the 
role of the family. 

AED 119 [Modes of Learning] 

Environments of Learning Prof. Richard Bredenberg 

A study of the various formal and informal environ- 
ments in which learning occurs in order to discern how 
learners learn and how teachers teach. The environ- 
ments include: schools-public and private, traditional 
and innovative; other learning centers-libraries, 
museums galleries, science centers, places of business, 
correctional institutions, churches; programs-for the 
handicapped, the gifted, the average, the child, the 
adult, the aged. 'in addition to regular meetings, the 
class will make six field trips. Students will identify 
elements of learning theory and appraise the teaching 
and managerial skills involved in each program in rela- 
tion to learning theory. Each student will research one 
program in depth and participate as a para-professional 
for 40 hours in that program. The text will be 
Understanding School Learning by Michael J. A Howe. 
Evaluation will be based upon the quality of the para- 
professional performance, a journal, and two examina- 

AED 203 Early Childhood Education II 

Prof. Molly Ransbury 

Emphasis is given to the development and implementa- 
tion of plans for an optimum learning environment for 
three-, four-, and five-year-olds. A complete instruc- 
tional unit is designed as part of a series of theory- 
oriented seminars and then operationalized within a 
licensed early childhood program. Evaluation is based 
on the effectiveness of the unit design as determined by 
child-learning outcomes, the creativity of the design 
unit and the extent to which the unit incorporates a 
sound theoretical base. Prerequisite: Early Childhood 
Education I. 

AED/APS 207 Group Dynamics Prof. Frank Schorn 

This course is divided into three parts. Part one explores 
the interpersonal conditions apparent in most task- 
oriented groups. Part two deals with the utilization of 
group approaches to facilitate communication, and 
part three considers the implementation of these tech- 
niques within the context of a professional working 
environment. The course will deal both with theoreti- 
cal perspectives and will provide for maximum student 
participation. Required texts will be Group Dynamics 
by Shaw and Group Processes in the Classroom by 
Schmuck. Evaluation will be based on periodical 
assignments and through a negotiated paper or project. 
Prerequisite is Introductory Psychology or permission 
of instructor. 

AED 250 [Directed Study] 

Education Experience: Alternative School 

Prof. Molly Ransbury 

The purpose of this directed study is to offer the student 
the opportunity for viewing approaches to the educa- 
tional process, assessing the concept of man as learner, 
evaluating the learning process, and refining attitudes 
toward schooling. Requirements include observing in 
several alternative schools, and conducting a teaching 
project in one school. Evaluation is based on a weekly 
conference with the school director, the professor, and 
the school staff. A video tape progress report is to be 
made and presented to a group of students in education 
for evaluative feed-back. 

AED 322 Methods of Teaching Reading 

Prof. Molly Ransbury 

An investigation of the theory of reading if followed by 
practice in recognizing and diagnosing reading 
problems. Through a series of seminars and one-to-one 
experiences with children, the student develops 
competency in evaluating pre-reading skills; decoding, 
comprehension reference, and study skills. Evaluation 
is based on a diagnostic report for one child that 
employs both informal and formal diagnostic pro- 
cedures. Prerequisite: admission to the Elementary 
Education program, or approval of the instructor. First 
preference will be given to students in the Elementary 
Education program. 

AED 350 [Directed Study] 
Prescriptive Teaching 

Prof. Molly Ransbury 

An experience in prescriptive teaching techniques is an 
integral part of the structure of overall teaching com- 
petency. This directed study offers a mechanism 
through which the student may enhance skills. A child 
is selected based on teacher referrals, is observed in 
many different environments, and an assessment of 
problem areas and strengths is conducted. Learning 
sequences are then prescribed for the actual classroom 
setting. Evaluation is based on the successful 
implementation of prescriptive techniques, as demon- 
strated through video tape, teacher feed-back, and 
pupil growth. 

AED 351 [Directed Study] 
British Innovative Education 

Prof. Molly Ransbury 

Since the publication in 1960 of AS. Neill's Summer- 
hill: A Radical Approach to Child Rearing, Americans 
have become extremely interested in British education. 
The British pre-school playgroup, middle school, 
infant school and open university have emerged as 
primary models for American educational innovation. 
The purpose of this course is to provide a structure for 
the study of British education. Evaluation will be based 
on two papers: a three to five page background 
research document demonstrating familiarity with 
British education; and one concentrating on a 
particular segment of British education, which will 
describe current trends and issues, compare the topic 
under study to a selected norm, evaluate the results, 
and present an annotated bibliography. 

AED 401 Elementary Education Methods I 

Prof. Frank Schorn 

This course includes an investigation of both the theory 
and practical application of methodologies of aca- 
demic instruction. Through a series of seminars, 
individual conferences, observations, and one-to-one 
experiences with children, the student will explore, 
plan, and evaluate approaches to communication as a 
teacher. Evaluation will be based on the student's oral 
presentation of constructive suggestions for improving 
educational methodology, as well as on a tutoring 

AED 421 Psychology for Education Prof. Frank Schorn 

This is a study of the psychological foundations of 
education with emphasis upon those which have appli- 
cation for the classroom teacher. The course is inter- 
related with experiences of student teachers and is a 
requirement of candidates for elementary and 
secondary education certificates. The course is open to 
others by permission of the instructor. 

AED 422, 423, 424 Professional Elementary Education 

Prof. Frank Schorn and Prof. Molly Ransbury 

The professional semester for Elementary Education 
interns includes participation in all phases of the 
operation of an elementary school. Interns practice 
their teaching skills at both the primary and inter- 
mediate grade levels within each of three methods of 
classroom organization: open space, self-contained, 
and team-teaching. The intern also spends time in 
direct study with the school principal, social worker, 
guidance counselor, learning resources director, 
language arts specialist, and art, music, and physical 
education teachers. Prerequisites: admission to the 
Teacher Education program and the successful com- 
pletion of all courses for Elementary Education 
certification except AVS 484. 

AED 431 Pre-lnternship 

Prof. Frank Schorn 

This is an experience-oriented course conducted pri- 
marily in the public secondary schools. Each student 
will be assigned to work with a public school teacher 
for ten hours per week for one semester. Activities may 
include assisting in individualized instruction, tutoring 
small groups, teaching micro-lessons. Evaluation will 
be based on written self-appraisal as a candidate for the 
teaching profession, a written evaluation by the public 
school directing teacher, and an observation of the stu- 
dent's teaching by the professor. The prerequisite is 
admission to the Teacher Education program. 

AED 435, 436, 437 ED Professional Education 

Prof. Richard Bredenberg 

The first four-and-a-half weeks of the semester include 
a variety of experiences to equip students with skills for 
classroom teaching. The curriculum strives for student 
competency in the use of audio-visual materials, appli- 
cations of learning theory to the classroom, special 
methods of teaching, knowledge of the operation of 

the public schools, and recent innovations in educa- 
tion, followed by nine weeks of student teaching 
during which the student teacher assumes full teaching 
responsibility. Prerequisites are Psychology for non- 
majors, Preprofessional Experiences I and II or Pre- 
internship, and formal admission to the Teacher 
Education program. 


Students may plan programs which will fit their individ- 
ual needs under the guidance and approval of a faculty 
supervisory committee. Several courses are particularly 
pertinent to the environmental sciences and are 
strongly recommended. These include Organismic 
Biology I, Ecology, Advanced Topics in Ecology, Con- 
cepts in Chemistry I and II, Pre-calculus Skills, Com- 
puter Algorithms and Programming, Statistics, Social 
Psychology and Cultural Anthropology. For either a 
B.A. or B.S., students will ordinarily be expected to do 
a Senior thesis concerning some aspect of the local en- 
vironment. Additional supporting courses in the 
natural and/or behavioral sciences will be recom- 
mended depending upon the specific direction a stu- 
dent wishes to take. 


For a major in French, eight courses beyond elementary 
French are required, and students may choose from 
among the following offerings: Intermediate French I 
and II, Introduction to French Literature I and II, 
Advanced Conversational French, Advanced Composi- 
tion and Grammar, Survey of French Literature to 1600, 
The Classical Theatre, Eighteenth Century French 
Literature, Nineteenth Century French Literature, 
Twentieth Century French Literature and French Area 
Studies. Supporting work in other areas is advisable. 
Study abroad during the Junior year in Avignon at the 
Institute for American Universities (with which Eckerd 
is affiliated) is strongly recommended. In addition, a 
concentration in French Area Studies may be planned 
with the appropriate faculty member. 

CFR 110 [Modes of Learning] 

CFR 102 Elementary French Through Film 

Prof. Henry Cenz 

Through the extensive use of films, this course is de- 
signed to give the student a basic facility in four skills: 
listening comprehension, speaking, reading, and 
writing. In addition to regular class sessions, there will 
be listening and speaking practice in the laboratory. 
Films which are integrated with the textbook will be 
used throughout the course. Attention will also be 
given to methods and techniques used in language 
learning. Textbook: Je Parle Francais by Rosselot, 
Brown, Maes and Wilgocki (second edition). Evalua- 
tion will be based on bi-weekly tests, final examina- 
tion, class participation. No prerequisites for CFR 110; 
prerequisite for CFR 102 isCFR 110or equivalent. 

CFR 105 Reading French: A Direct Approach 

Prof. Henry Genz 

This course is for the student with little or no previous 
study of French who would like to acquire a basic read- 

ing knowledge in a short period of time and will involve 
a study of vocabulary, idioms, grammar, and extensive 
practice in translating from French to English. Each 
student will undertake a reading project of his choice. 
Translation from French to English of research articles 
in the student's major field is especially encouraged. 
Text: Palmeri and Milligan, French for Reading 
Knowledge. Requirement: open to students who have 
had no more than one year of college French . 

CFR 201/202 Intermediate French Prof. Henry Cenz 

Reading of short stories, essays, novel excerpts, by out- 
standing writers; grammar review; lab practice; films; 
emphasis on the simultaneous development of the four 
language skills: speaking, oral comprehension, read- 
ing, and writing. Reading list: French Prose: An Inter- 
mediate Reader by Galpin and Milligan. Intermediate 
Conversational French, Third Edition, by Harris & 
Leveque with accompanying lab manual. Work to be 
submitted for evaluation: bi-weekly tests, final exams, 
outside project. Prerequisite: for CFR 201, two courses 
of college French or two years of high school French; 
CFR 201 or equivalent is a prerequisite for CFR 202. 

LFR 301 Introduction to French Literature I 

Prof. Rejane Cenz 

The main purpose of this course is to further the stu- 
dents' knowledge of the language through literature. 
Therefore, no attempt is made to offer a survey of 
literature, and most of the plays and novels are by con- 
temporary writers: Cide, Mauriac, Camus, Saint- 
Exupery, lonesco, etc. Class meetings consist entirely 
of discussions, and participation is an important factor 
in evaluation. Evaluation will be based on a journal, 
class participation, and a final examination. Prerequi- 
site: third year level of proficiency in French, irrespec- 
tive of class standing. 

LFR 302 Introduction to French Literature II 

Prof. Rejane Cenz 

The main purpose of this course is to further the stu- 
dents' knowledge of the language through literature. 
Therefore, no attempt is made to offer a survey of liter- 
ature, and most of the plays and novels are by contem- 
porary writers: Gide, Mauriac, Camus, Saint-Exupery, 
lonesco, etc. Class meetings consist entirely of dis- 
cussions, and participation is an important factor in 
evaluation. Evaluation will be based on a journal, class 
participation, and a final examination. Prerequisite: 
third year level of proficiency in French, irrespective of 
class standing. 

CFR 402 Survey of French Literature to 1600 

Prof. Henry Cenz 

A study of representative medieval and Renaissance 
works including La Chanson de Roland, Le Roman de la 
rose, the poetry of Villon, Du Bellay and Ronsard, 
Gargantua and Pantagruel, and selected essays of 
Montaigne. Evaluation will be based on oral reports, 
term paper and final exam. This course is taught in 
French. Prerequisite: completion of at least one third- 
year level college French course. 

LFR/LLI 405 Twentieth Century French Literature 

Prof. Rejane Cenz 

In this course we will study the works of several great 
contemporary French poets, playwrights and novelists, 
including Valery, Proust, Gide, Claudel, Mauriac, 
Colette, Camus. Discussions are conducted entirely in 
French, and the course is designed to further the 
students' knowledge of the language as well as their 
appreciation of literature. Evaluation will be based on 
class participation and a journal. Prerequisites: com- 
pletion of a third year level French course is usually 
required. However, all students (including Freshmen) 
with an adequate reading knowledge of French are 
eligible. Competency can best be determined by an 
interview with the professor. 

Courses offered in 1978-79 

CFR 303 Advanced Grammar and Composition 

LFR 304 Advanced Conversational French 

CFR 401 Classical Theatre 

CFR 403 French Literatureof the Eighteenth Century 


CGR 110 [Modes of Learning] 
CGR 102 Elementary German I, II 

Prof. Mary Paidosh 

CGE 290 Independent Study 

Prof. Dudley DeCroot 

This course is designed to introduce the student to the 
basic concepts, theories and substantive material of 
the field of modern geography. The relationship 
between material environment and man's culture sys- 
tems will be examined. Introduction to Geography by 
Murphy will be utilized as the basic text, along with a 
number of maps. Evaluation will be based upon com- 
pletion of a series of exercises, required map work and 
periodic oral discussions of the material with the spon- 
soring professor. 

CGE 390 Independent Study 
World Regional Geography 

Prof. Dudley DeCroot 

This course is designed to study the relationship of the 
activities of man to his natural environment on a world 
wide basis. The relationship between such geographic 
variables as soils, land forms, climate, vegetables and 
minerals, and the cultural systems of different areas of 
the world will be explored. Regional Geography of the 
World edited by Wheeler, Kostbade, and Thoman will 
be the basic text. Evaluation will be based upon com- 
pletion of a series of short "problem papers", periodic 
discussions with the sponsoring professor, and a final 
oral examination. 


A student who wishes to major in German language and 
literature must complete eight courses in that subject 
beyond elementary German; one of these courses 
should be German Area Studies. The student must also 
complete a reading list of major German authors or 
works not covered by course offerings. Study abroad in 
the Junior year is strongly recommended. In addition, a 
concentration in Germanic Area Studies may be 
planned with the appropriate faculty member. 

This is an elementary German language course using 
Lohnes & Strothmann's German, A Structural Ap- 
proach. The instructor introduces grammar and vocab- 
ulary in situations which are then reinforced by video- 
taped films Patterns and grammatical analysis in the 
course should enable the student to use the language in 
a German-speaking country and to pursue more 
advanced study of the language and literature. Evalua- 
tion is based on regular attendance, quizzes, oral and 
written reports in German. Prerequisite for CGR 110, 
none; prerequisite for CGR 102 is CGR 110 or the 

CGR 105 ReadingGerman 

Prof. Kenneth Keeton 

A complete basic course in German grammar and 
translation designed for the student who needs a read- 
ing knowledge of the language. Evaluation is based on 
weekly quizzes and a final exam. Text: Complete 
German Course by L. J. Russon. This course cannot be 
used as a prerequisite for CGR 102. 

CGR 150/151 [Directed Study] 
Programmed Elementary German 

Prof. Kenneth Keeton 

A programmed course which allows the good student 
(good in the sense of language aptitude) to move at his 
own pace. Content involves both grammar and speech. 
Text and tapes: Programmed German, edited by K. 
Keeton. Work to be submitted for evaluation: weekly 
quizzes, final oral and written exam. 

CGR 201/202 Intermediate German Through Film III, 

IV Prof. Kenneth Keeton 

This program consists of 26 filmed episodes. It provides 
the basis for a structural study of the language and con- 
tinued development of basic skills through the active 
use of German in class discussion. The films, which 
were produced in Germany, offer a valuable introduc- 
tion to German culture and life-styles, in addition to 
native language models. Evaluation is based on regular 
class participation, oral and written assignments, and 
quizzes. Prerequisites: CGR 110/102 or the equivalent 
for CGR 201; CGR 201 for CGR 202. 

CGR 301 Introduction to German Literature 

Prof. Kenneth Keeton 

The course will introduce the student to three Nobel 
prize winners: Thomas Mann, Hermann Hesse, and 
Heinrich Boll. Selected short works by each of these 
writers will be read and discussed in German to gain 
insight into pre- and post-World War II literature 
Evaluation is based on class participation in discussion, 
written and oral reports, and an in-depth study of one 
of the authors. Prerequisites: CGR202 or equivalent. 

CGR 304 Contemporary German Literature 

Prof. Kenneth Keeton 

The course will introduce the student to three Nobel 
prize winners: Thomas Mass, Hermann Hesse, and 
Heinrich Boll. Selected short works by each of these 
writers will be read and discussed in German to gain 
insight into pre- and post-World War II literature. 
Evaluation is based on class participation in discussion, 
written and oral reports, and an in-depth study of one 
of the authors. Prerequisites: CGR 202 or equivalent. 

CGR 350 [Directed Study] 
German Phonetics 

Prof. Kenneth Keeton 

This is directed study through text and tapes by native 
speakers. Students learn phonetic alphabet, speech 
patterning, and inflection of High German through 
written and oral example. The final exam consists of 
both oral and written transcription from Roman script 
to phonetics and from phonetic to Roman. This course 
is required of future teachers of German. W. 
Kuhlmann, German Pronunciation, translated and 
edited by D. Nichols and K. Keeton, will be the text. 

CGR/CLI 351 [Directed Study] 
Life and Works of Franz Kafka 

Prof. Kenneth Keeton 

This directed study includes the major short stories, the 
three novels, and the two volumes of diaries of Franz 
Kafka. Additional reading includes biographical 
material and selective critical readings. The course 
may be taken in either German or English. Weekly dis- 
cussions are recommended though the syllabus con- 
tains assignments that may be submitted in writing. 
These weekly assignments plus a major term paper 
determine the grade. There are no prerequisites for 
English; German students should have advanced 

Courses offered in 1978-79 

CGR 401/402 The Novel from Goethe to the Present 
CGR 403/404 Drama from Lessing to the Present 


Please see CLASSICS 


CHE 101/102 Introduction to Modern Hebrew 

Rabbi Morris Chapman 

This is an introductory course in conversation, reading, 
composition, and grammar. All lessons are designed to 
give students growing skills in comprehending written 
and oral Hebrew. Criteria for evaluation include class 
participation, written assignments, and oral expres- 
sion. Texts: Blumbery and Lewittes, Modern Hebrew, 
Book I; M Ron, Shah-ahr L'lvrit, Book I 

CHE 201/202 Intermediate Modern Hebrew 

Rabbi Morris Chapman 

A more intensive approach to conversational Hebrew 
and an appreciation of Jewish concepts Special atten- 

tion will be given to individual needs. Criteria for 
evaluation include class participation, written assign- 
ments and oral expression. Texts: Blumberg and 
Lewittes, Modern Hebrew, Book II; M. Ron, Shah-ahr 
L'lvrit, Book II. Prerequisite: CHE 102 or permission of 

CHE 301/302 Advanced Modern Hebrew 

Rabbi Morris Chapman 

An in-depth study of the fine points of Hebrew 
grammar and idiomatic oral expression. Emphasis will 
be placed on the individual's special area or interest. 
Criteria for evaluation include class participation, 
written assignments and oral expression. Texts: 
Blumberg and Lewittes, Select Readings in Hebrew 
Literature; M Ron, Shah-ahr L'lvrit, Book III. Prerequi- 
site: CHE 202 or permission of the instructor. 


Please see SPANISH 


The requirements for a major in history are competence 
in United States history, European history, and one 
additional field of history, to be determined by written 
comprehensive examination in the Senior year. The 
level of competence in each field is the equivalent of 
three courses in the field In addition, students will be 
required to demonstrate competence in historiographi- 
cal skills and knowledge, to be determined by oral 

LHI 112 [Modes of Learning] 
Problems in American Civilization 

Prof. William McKee 

This course will examine several historical develop- 
ments that have been important in shaping contempo- 
rary American civilization Puritanism and the 
American character, racism from plantation to ghetto, 
immigration and the myth of the melting pot, feminism 
and the myth of the American woman, imperialism and 
the mission of America, capitalism and the welfare 
state, and the American dream and the future As a 
modes of learning course, it will develop the skills of 
analysis, criticism, and evaluation involved in histori- 
cal explanation and the application of historical know- 
ledge to current problems. Readings will be from both 
primary and secondary historical sources, and will 
include controversial interpretations. Criteria for 
evaluation will include participation in discussion, 
student reports, brief papers, and a research paper. 

CHI 113 [Modes of Learning] 
Revolutions in the Modern World 

Prof. William Parsons 

Students will examine revolution in the modern world 
from three perspectives: revolution as an idiographic 
phenomenon with an in-depth examination of the 
French and Russian Revolutions; revolution as a com- 
parative study, based on Brinton's Anatomy of Revolu- 
tion; and revolutionary leadership, with particular 
emphasis on Mao Tse-Tung's role in the Chinese revolu- 

tion. Students will write three short papers (two-three 
pages) analyzing and evaluating the assigned readings 
and topics, and they will write one medium length 
research paper (eight-twelve pages) on a revolution, or 
some aspect of revolution not dealt with by the entire 
class. In addition to the above papers, evaluation will 
be based on participation in discussion and two hour 

CHI 142 Europe in Transition: 1492-1815 

Prof. William Parsons 

The French Revolution and the Industrial Revolution 
changed dramatically European civilization, and the 
future course of world history. This course will examine 
this dual revolution, and its roots in the transition from 
the medieval world to the modern age with particular 
emphasis on the Age of Exploration and Expansion of 
Europe, the Protestant Reformation, and the Scientific 
and Intellectual Revolutions of the Enlightenment. 
Criteria for evaluation will include class participation, 
short papers, and two hour exams. 

LHI 142 The Foundations of Contemporary Europe, 

1815-1945 Prof. William Wilbur 

This course focuses on European nationalism and 
liberalism, the industrial revolution, the rise of mass 
democracy, modern political parties, Marxism and 
class conflict, the nature of the "new" imperialism, 
World War I and its consequences, the Russian Revolu- 
tion, the depression, and the rise of totalitarian dic- 
tatorships. Intellectual developments such as Roman- 
ticism, Social Darwinism, existentialism, and Freudian 
psychology are examined in their historical context and 
evaluated for their impact on Western society. Basic 
reading from a selected text, with emphasis on using 
selected source materials, novels, plays, films, and 
recordings. Evaluation will be based on quality of par- 
ticipation in class discussions, imaginative use of 
written and audio-visual materials in oral and written 
reports, mid-semester test and a final examination. 
Note: this course is one of a series of three, the other 
two being Europe in Formation: Medieval and Renais- 
sance and Europe in Transition: 1492-1815. 

LHI 147 Medieval and Renaissance History: 325 to 

Middle Sixteenth Century Prof. BurrBrundage 

This course surveys European history from the breakup 
of the Roman Empire in the West to the middle of the 
Sixteenth century. The text to be used is Norman 
Cantor's Medieval History which synthesizes the com- 
plicated history of the period and gives an overall view. 
However, so that a sense of the concrete will be main- 
tained by the student, one history of a specific country 
will also be used, Gabriel Jackson's The Making of 
Medieval Spain. Other paperbacks will also be 
assigned. There will be a term paper (approximately 25 
pages) and two examinations. 

LHI 223 United States History 
LHI 253 [Directed Study] 

Prof. William McKee 

In this survey of the historical development of the 
United States from the colonial period to the mid- 
twentieth century, emphasis is placed on social, 

economic, and political developments which have 
been significant in shaping American society Four 
topics will be studied in detail, the American 
Revolution, slavery, the Reconstruction of the South, 
and the New Deal Criteria for evaluation will include 
participation in discussion, several short papers, and 
mid-term examination and a final examination 

LHI 232 The Latin-American Nations from Independ- 
ence to the Present in the Persons of their 
Great Men Prof. Burr Brundage 

This course is not a general survey but is an attempt to 
understand our neighbors to the south in terms of their 
leadership. In dealing with the Independence period 
we stress the role of the intellectual precursors and in 
particular that of Simon Bolivar, in the middle period 
we study the rise and dominance of the caudillo; for the 
present we study such men as Vargas, Cardenas, Peron 
and Castro. A decent knowledge of the map of Latin 
America will also be assumed On the final examina- 
tion the student will be tested on the important facts of 
the above histories as well as on aspects of personalis- 
mo and caudillismo. He will also be asked to draw 
maps. Spanish is not required. 

CHI 241 The Rise of Russia 

Prof. William Parsons 

This course will examine the evolution of. the Russian 
state and society from the origins of the Kievan state in 
the ninth century to 1801. Emphasis will be placed on 
the importance of external factors (Byzantium, the 
Mongol Invasion, conflicts with Germans, Poles, and 
Swedes, and the influence of the West) on the develop- 
ment of a uniquely Russian civilization The basic read- 
ing for this course is Riasanovsky, A History of Russia. 
In addition, selected primary sources, monographs, 
essays, and films will be used. A special effort will be 
made to examine the ways in which Russian and Soviet 
historians have interpreted their own past experience. 
Students will be evaluated on the basis of participation 
in class discussion, several short oral and written 
reports, and a final exam. 

LHI 241 History of Modern Britain Since 1714 

LHI 251 [Directed Study] Prof. William Wilbur 

This course traces the development of modern Britain 
from the accession of the first Hanoverian King, George 
I, to contemporary times. During this period Britain 
spawned the Industrial Revolution, became the world's 
largest empire, developed the cabinet system of gov- 
ernment, transformed its own society from an agrarian 
oligarchy to an industrial democracy, became a 
welfare state, and finally lost its imperial power. 
Assigned readings will be drawn from a basic text, 
source collections, and essays in historical interpreta- 
tion. Evaluation will be based on the quality of partici- 
pation in class discussions, short papers, a mid-term 
and final examination Prerequisite: LHI 250 or per- 
mission of the instructor. 



CHI 242 Modern Russia and the Soviet Union 

Prof. William Parsons 

Russia in the nineteenth and twentieth centuries will be 
the subject matter for this course. Special considera- 
tion will be given to the following topics: Imperial 
Russia in the nineteenth century; the Russian revolu- 
tionary tradition; continuity and change in Russian and 
Soviet history; the Soviet Union as a totalitarian 
society; and the Soviet Union as a world power. Criteria 
for evaluation will include participation in discussion, 
several short papers, and a final exam. 

LHI 247 History of England to 1714 

LHI 250 [Directed Study] Prof. William Wilbur 

The history of England from the Roman occupation to 
the accession of George I is a rich and fascinating story 
and one which has unusual significance for Americans. 
This course opens with some consideration of the 
nature of the sources for English history and then deals 
with such main themes as the gradual unification of 
England after the collapse of Roman rule, the Norman 
Conquest and feudalism, the growth of the common 
law, the rise of Parliament, the Tudor revolution in 
government, the Anglican Reformation, the revolu- 
tions in the 17th century, and the triumph of parlia- 
mentary oligarchy. Assigned readings will be drawn 
from a basic text, source collections, and essays in 
historical interpretation. Evaluation will be based on 
the quality of participation in class discussions, short 
papers, a mid-term and a final examination. 

LHI 281 History of Canada Since the French Settlement 

Prof. William Wilbur 

This course explores the process by which Canada has 
developed from a few scattered colonies into an inde- 
pendent nation based upon two predominant linguistic 
and cultural groups, French and English. Canadian 
history reveals fundamental differences from the 
American experience and these will be examined by 
focusing on the principal political, economic, social, 
religious and cultural forces which have shaped 
Canadian society. Class discussions will focus on read- 
ings from a basic textbook, selected source materials, 
and one or more novels. Films and other audio-visual 
materials will also be utilized. Evaluation is based on 
the quality of class discussion, oral and written reports, 
and afinal examination. 

LHI 345 American Social and Intellectual History I 

Prof. William McKee 

This course will examine the history of American 
thought, culture," and social institutions from the 
colonial period until 1865. The thought of Puritanism, 
the Enlightenment, and nineteenth century democracy 
will be studied in depth. Special attention will be paid 
to slavery and racism as contradictions to the prevail- 
ing democratic culture, and both pro-slavery and anti- 
slavery literature will be studied. This is an advanced 
level course in American history, and some previous 
college work in American history will be assumed. 

CHI 250 [Directed Study] 
Japanese Cultural History 

Prof. Gilbert Johnston 

This is a general introduction to Japanese culture using 
an historical approach and going into considerably 
more detail than is possible in East Asian Area Studies. 
Different aspects of the culture, including art, religion, 
literature, dominant values, and political structures, 
will be included. The course has the two-fold purpose 
of helping one come to an understanding of Japan and 
the Japanese as they are today and, at the same time, 
foster appreciation for unique values and cultural 
patterns of the past. Extensive bibliographical sugges- 
tions are provided with the course outline. The course 
is designed to be done on a semester basis and involves 
a series of brief bi-weekly papers and a longer paper or 
examination at the end. CAS 282 is recommended as a 

LHI 252 [Directed Study] 
History of London 

Prof. William Wilbur 

This is a course in urban history designed primarily for 
students in residence at the London Study Center. It 
focuses on London as the first truly modern city and 
offers the student insights into problems of urban 
history Evaluation is based on the quality of a journal 
annotating visits to historical sites and museums, and 
observations of London life; and a documented 
research paper focusing on some approved topic on 
London history and utilizing wherever possible maps, 
plans, architectural drawings and primary sources 
available attheCuildhall Library. 

LHI 348 The New Deal 

Prof. William McKee 

This is a seminar course on the era of the New Deal. 
Taking a broad look at America during the decade of 
the 1930's, it will attempt to assess the impact of the 
depression on American life and the contributions of 
the New Deal. It will examine the thesis that the 
depression marked a major watershed in recent 
American history, and that the New Deal established 
the basis for the contemporary democratic consensus 
and the outlines of a liberal capitalist welfare state. 
Criteria for evaluation will include participation in 
discussion, brief papers based on the common reading, 
and a major research paper or project. Not open to 

LHI 349 History and Appreciation of Modern Painting 

Prof. BurrBrundage 

This semester course covers the period in European 
painting from Manet through World War II. The pur- 
poses of the course are to provide the student with a 
knowledge of the progress and fluctuations in the 
painting of the period and the relationships of this art 
with the larger events of the period; a knowledge of the 
various schools and institutional groupings of artists; 
an ability to analyze and appreciate a painting; famili- 
arity with the lives and personalities of the painters; 
and finally, the opportunity to be enchanted. 
Freshmen and Sophomores may be admitted with the 
consent of the instructor. 

LHI 350 [Directed Study] 

History of the British Empire-Commonwealth Since 

1783 Prof. William Wilbur 

This course focuses on the "second" British Empire, the 
period since the loss of the British North American 
colonies in 1783, and aims to give some understanding 
of the causes, nature, and consequences of British 
imperial expansion in the nineteenth century and the 
reasons for the collapse of British power in the twen- 
tieth century. Evaluation will be based primarily upon 
four or five short written and oral research reports, plus 
a term paper on a problem selected by the student. A 
college course in modern European or British history is 
a prerequisite. 

LHI 351 [Directed Study] 

The Industrial Revolution in America 

Prof. William McKee 

The purpose of this course will be to examine the 
impact of the industrial revolution upon American life 
during the last three decades of the nineteenth century. 
It will examine the processes of industrial, economic, 
and social change which produced a transformation of 
American society during this period, and the reactions 
of Americans to these changes. Work to be submitted 
for evaluation will include at least eight papers based 
upon readings. This is an advanced history course and 
some previous work in American history is a pre- 

LHI 352 [Directed Study[ 
The Progressive Movement 

Prof. William McKee 

This course deals with the Progressive Movement— one 
of the great movements for reform in American history. 
Required readings will examine the following: the 
nature of progressivism as a political movement, presi- 
dential leadership in the Progressive Era, progressivism 
and the reform of society, and intellectual develop- 
ments in the Progressive Era. Approximately ten books 
will be required. This is an advanced history course and 
previous work in American history or political science 
is required. 

LHI 383 Arnold Toynbee, Historian and Prophet 

Prof. Burr Brundage 

This course is an investigation into the historical ideas 
advanced by Toynbee and into the great range of his 
learning. It investigates also the concept of world 
history, which was his forte, and it asks the student to 
discover the validity underlying such a project. The 
books used will be the two-volume condensation of 
Toynbee's Study of History and Mankind and Mother 
Earth. The course will be a mixture of lecture and class 
discussion. Two papers will be written. 

LHI 446 American Social and Intellectual History II 

Prof. William McKee 

This course will examine the history of American 
thought, culture, and social institutions from 1865 to 
the present. Emphasis will be placed upon the impact 
of Darwinism and industrialism on American thought, 
the Progressive Movement, and the crisis of liberal 

democracy in the twentieth century. Criteria for evalu- 
ation will include two hour tests, a term paper, and a 
final examination This is an advanced level course in 
American history, and some previous college work in 
American history will be assumed. 

Courses offered in 1978-79 

CHI 243 Cultural History of Russia 

LHI 322 The United States as a World Power 


A concentration in humanistic psychology is offered 
through the Creative Arts Collegium. It requires Intro- 
duction to Psychology, Statistics, Humanistic Psychol- 
ogy and five additional courses in psychology. Also 
required are at least eight courses in supporting areas 
such as education, leisure and recreation, community 
studies, theatre, arts, music and philosophy. A com- 
mittee of three faculty, chosen by the student and the 
Mentor, outline the program of study. In the Senior 
year, comprehensive examinations, Senior project or 
thesis is required. 


A student may graduate from Eckerd College with a 
humanities major by taking (1) Western Civilization, 
and either Human Nature or Western Myths; (2) five 
course in literature, including one literary studies, two 
courses in a geographical area (e.g., American, 
British), and one literary genre course; and (3) five 
additional courses related by some principle of area, 
topic, or period to the work in literature This program 
must be approved during the Junior year by a three per- 
son faculty committee representing the disciplines 
involved in (2) and (3) above. 


CJA 150/151 [Directed Study] 
Beginning Japanese I, II 

Prof. Gilbert Johnston 

This course makes use of taped dialogues and drills to 
guide the beginning student through imitation of 
native speakers. Memorization of typical sentence 
patterns and brief dialogues will be supplemented by 
weekly drill and testing sessions. The text is Jorden, 
Eleanor H Beginning Japanese, Parts 1 and 2. Evalua- 
tion will be based on progress made in the seven 
scheduled conferences; and there will be two exams, 
oral and written. 


Please see CLASSICS 


Please see SPANISH 




With a strong emphasis on people rather than things, 
the Leisure and Recreation Studies concentration is a 
break from the traditional recreation major, offering a 
humanistic and relevant program of study that is con- 
sistent with Eckerds liberal arts philosophy. Students 
are required to take Leisure and Recreation Explora- 
tion, Concepts of Leisure, Recreation Projects, Leisure 
and Recreation Programming and Leadership, a Senior 
internship, Introduction to Psychology, American 
Community and additional courses from a list of 
strongly recommended electives. 

ALR 111 [Modes of Learning] 

Leisure Services in Community Organization 

Designed as a survey experience, this course introduces 
the student to many different kinds of leisure service 
programs found in American communities. These 
include recreation for the aging, the handicapped, 
colleges, municipalities, hospital recreation and other 
recreation programs offered by voluntary and social 
service organizations. The course focuses on four main 
areas: a literary study of the philosophy, purpose and 
need for recreation; an investigation of the different 
classifications of leisure services in our community; 
observation of a broad variety of these services, and 
actual assistance to and participation in some of these 
programs. This study not only gives the students a 
clearer understanding of leisure and leisure services, 
but serves as a screening device whereby they may 
determine if they wish to pursue the Leisure/Recrea- 
tion Studies Concentration. Texts will be Leisure 
Services, 5th edition by Sessoms, Meyers, and 
Brighthill. Evaluation will be based on class participa- 
tion, community experience, participation, journal, 
readings, project paper and final examination. 

ALR 210 Leisure Services Concepts 

The general objective of the course is to give students 
an exposure to and analysis of the total field of Leisure 
Services. Areas to be studied are the history, scope, 
organization, sociology, psychology, philosophy, 
economics and future of leisure and recreation. The 
course addresses itself directly to recreation as a form 
of community service. Texts will be Recreation and 
Leisure in Modern Society by Kraus. Evaluation will be 
based on reports, projects, readings, unit examinations 
and project paper. Prerequisite is ALR 111. 

ALR 250 [Directed Study] Leisure Services Concepts 

This course provides the student with a basic under- 
standing and appreciation of the values and attitudes 
toward leisure and recreation. It gives the student a 
broad introduction to the fields of leisure and 
recreation placing emphasis on such varied topics as 
the work ethic, leisure defined, play theories, 
organized recreation and social forces affecting leisure 
and recreation today It is intended to help the student 
develop and put into operation his own concept of 
leisure and recreation. Texts will be Recreation and 
Leisure in Modern Society by Kraus. Evaluation will be 
based on reports, projects, readings, unit examinations 
and term paper Prerequisite is ALR 111. 

ALR 370 Leisure Services' Programming and Leadership 

In this course students will study Leisure Services pro- 
gramming principles, planning objectives, purposes 
and types of activities and program evaluation. Equal 
importance will be placed on the dynamics of recrea- 
tion leadership, principles and practices of leadership 
in the Leisure Services and techniques and methods of 
leading recreational activities. The text will be Creative 
Leadership in Recreation by Danford, revised by 
Shirley. Evaluation will be based on reports, program 
planning, leadership skills, examination, leadership 
projects. Prerequisite is ALR 111. 

ALR 371 Leisure Services for Special Populations I 

This course is designed to provide apprenticeship 
opportunities for students who wish to gain practical, 
on the job experiences in carefully selected recreation- 
al agencies that deliver special types of recreation pro- 
gramsespecially for minority groups such as the aging, 
handicapped, disadvantaged, and the ill and/or 
hospitalized During the course the students will 
engage in detail study of the minority group with which 
they wish to work, conduct an indepth survey of the St. 
Petersburg agencies that provide leisure services for 
that minority, and actually participate as an apprentice 
in at least two of these agencies. Text will be Recreation 
for Special Populations by Stein and Sessoms. Other 
appropriate texts will be chosen according to the group 
to be studied Evaluation will be based on written and 
oral reports, supervisors' evaluations, a journal, 
conducting special events and case studies. Prerequi- 
site is ALR 111. 

ALR 372 Leisure Services for Special Populations II 

This is the companion course to Leisure Services for 
Special Populations I. Students choosing this course 
will study and work with one of the minority groups not 
studied in the previous course. The course outline is 

ALR 373 Administration of Leisure Services 

This course is designed to provide the students with a 
clear analysis of administrative techniques and 
practices which pertain to Leisure and Recreational 
Services. It includes background information on the 
scope of leisure and recreation in modern life and an 
overview of the administrative process in Leisure 
Services. Important units include structure and legal 
basis of recreation programs, personnel management, 
budgeting, facilities planningand public relations. The 
course couples modern theory related to administrative 
goals and methodology with realistic information 
about the role of the recreation administrator. The text 
will be Public Administration of Recreation Services by 
Shivers. Evaluation will be based on course projects, 
interviews, readings, examinations and term paper. 
Prerequisites are ALR 1 1 1 plus one other ALR course. 

ALR 475/476 Leisure Service Internship 

This course is for Junior and Senior Leisure Services 
majors. It gives them the opportunity to work as interns 
in one of the many St. Petersburg agencies. The student 

chooses the project that most nearly suits his future 
career plans. Some of the Intern Projects are geriatric, 
recreation for the handicapped, municipal recreation, 
hospital recreation. Weekly on-campus seminars are 
held to discuss experience and assignments. The text 
that the student uses depends on the group he interns 
with. Evaluation will be based on supervisor's evalua- 
tion, journal, case studies, reports and final examina- 
tion. Prerequisites are all other ALR courses. 

ALR 210 Leisure Services Concepts (offered in 1978-79) 


Students majoring in literature must take a minimum of 
eight literature courses. They will work out their sched- 
ules with their Mentors, according to individual needs. 
Literature majors must successfully pass a Senior com- 
prehensive examination, covering in survey fashion 
English and American literature plus some methodo- 
logical application. In certain cases, students who have 
established their proficiency in literature may be 
invited to write a Senior thesis on a subject of their 
choice, in place of the comprehensive examination 

LLI 232 Linguistics 

Prof. Howard Carter 

ALI 110 [Modes of Learning] 
Literary Studies 

Prof. Richard Mathews 

This is an introduction to the various literary genres 
with concentration on literary modes of learning. We 
will examine novels, an anthology of poetry, and a 
book of short stories. The class will approach these 
works stylistically as well as thematically. Considera- 
tion will be given to the medium of the printed word 
and the visual structures of literature, including some 
concrete poetry and experimental contemporary 
works. Texts will be announced. Evaluation will be 
based on class participation and three analytical papers 
(each on a different genre). 

ALI 111 [Modes of Learning] 
Literary Studies 

Prof. Peter Meinke 

This is an introduction to the various literary genres 
with concentrations on certain novels, e.g., Cide's The 
Counterfeiters, Kafka's The Castle, an anthology of 
poetry, and a book of short stories. The class will 
approach these works stylistically as well as themat- 
ically. Students will be evaluated on the basis of class 
participation and three analytical papers (each on a 
different genre). 

LLI 112 [Modes of Learning] 
Literary Studies 

Prof, lames Matthews 

In this course students will be introduced to the various 
forms of imaginative writing by focusing entirely on the 
literature of Ireland. Dramatic writing includes Synge, 
O'Casey and Behan. In fiction we will read novels by 
O'Flaherty and Moore, short stories by O'Connor, 
O'Faolain and Lavin. And from Irish poetry there will be 
examples from the ancient sagas to the poetry of the 
present civil war. Evaluation will be based on a set of six 
short papers and a final exam. A belief in leprechauns is 
not a prerequisite but a little magic would help. 

This course will offer an introduction to linguistics, 
taken in the widest sense. We will study descriptive 
linguistics (phonology, syntax, semantics), change in 
language, uses of language, philosophical and psycho- 
logical aspects, current theories of language, and so 
on. We will be interested in the uses and arts of words 
and in the philosophical problems of knowledge and 
validity in word usage. This course should be useful to 
future teachers of language, whether English or 
foreign, students of literature, philosophy, communi- 
cations, anthropology, and similar fields. Texts: 
Lehmann's Descriptive Linguistics and Civikly's Mes- 
sages. Requirements: a mid-term, a final exam and a 
term paper Limit: 35 

LLI 236/237 History of Drama Prof, julienne Empric 

Between the idea and the act falls the drama. Itself a 
literary art, it is at the same time reservoir for the art of 
theatre, from and for which it was born The intention 
of the course is to offer an overview of the major move- 
ments in the history of Western drama from the Creeks 
to our contemporaries, and, through intensive study of 
individual plays representative of each period, to 
provide the student with specific examples, as well as 
opportunities for creative discovery and analysis. The 
first unit of the course will offer a chronological sur- 
veying of the major dramatic forms to the eighteenth 
century. The second unit will sample the pre-moderns, 
then concentrate upon the breadth of modern and 
avant garde drama. Evaluation will be based on in-class 
discussion, short papers and creative projects, and a 
final synthesis, either paper or examination. Two 
semester course. Either semester may be taken inde- 
pendently of the other. 

LLI 238 English Literature: Middle Ages to Eighteenth 
Century Prof, lames Matthews 

This is a general survey of British literature from 
Beowulf to Blake, with emphasis both on historical 
traditions and outstanding individual artists. Readings 
from The Oxford Anthology of English Literature, Vol. 
1, will provide the material for class discussion and 
writing. A series of short papers (for class sharing), a 
mid-term and a final exam will constitute the basis of 

ALI 250 [Directed Study] 
Children's Literature 

Prof. Peter Meinke 

This course is designed to introduce students to the 
best of children's literature in the various genres. It is 
divided into seven sections: Nursery Rhymes, Fairy 
Tales, Folk Tales and Mythology, Picture Books, 
Fantasy, Poetry, and Fiction. Students may concen- 
trate in one or two areas, but must do some reading in 
all seven. The course will be evaluated on the quality of 
a journal kept by the student on his or her reading, plus 
a project which may be either creative (for example, 
writing a children's story) or scholarly (for example, an 
essay on the history of nursery rhymes) 

ALI 251 Comics 

Prof. Richard Mathews 

This is an exploration of the history, cultural influence, 
and literary/artistic techniques of the comic strip. 
Students are to begin a study of the history of the form, 
based on required tests, then explore two areas of their 
own choosing in greater depth. Some emphasis is 
placed upon the relationship between visual and verbal 
impact. The required texts are Comix by Les Daniels; 
The Penguin Book of Comics by George Perry; The 
Steranko History of Comics; and others. Evaluation will 
be based on one ten-page paper summarizing the 
development and importance of comics in cultural and 
literary terms plus two papers or projects investigating 
areas of particular interest to the student. 

ALI 252 English Fantasy Literature 

Prof. Richard Mathews 

This is a survey of major writers in English fantasy and 
science fiction literature. The course begins with a 
reading of one novel by William Morris as an introduc- 
tion to the fantasy genre, and a novel by H. C. Wells to 
introduce science fiction. Students will then select 
additional reading from a recommended bibliography. 
The texts will be selected from a bibliography of nine- 
teenth and twentieth century works. Evaluation will be 
based on ten letters critically examining key issues in 
the books plus a project of the student's choice. 

LLI 250 [Directed Study] 
Shakespeare: The Forms of his Art 

Prof, julienne Empric 

This course is an introduction to Shakespeare through a 
sampling of each of his genres: poetry, comedy, 
tragedy, history, romance. The focus is dual: to 
develop a capacity to appreciate and evaluate 
Shakespeare's writings, and to enable the student to 
sense characteristic distinctions among the genres. 
Readings will be chosen by the student: eight plays 
from Shakespeare's major "periods" and any two 
others Critical readings should supplement primary 
material, and the Signet or Arden editions are 
recommended. Students are expected to use to advan- 
tage available recordings and productions. Evaluation 
will be based on a journal containing twelve paper-like 
short essays: one on each of the ten selected works, one 
on background, one a final synthesis. Inclusion of 
personal reactions and notes is encouraged. 

LLI 251 [Directed Study] 

Literature and the Process of Self-Discovery 

Prof, lames Matthews 

This course of study is primarily a process of reading 
without teachers. It is designed to give you as much 
freedom as possible to develop potential paths of 
reading interest, whileofferingsome initial suggestions 
and directions, some pertinent questions, and some 
usable critical tools. The syllabus for this directed 
course of study offers only guidelines and structures. 
The only required books are Peter Elbow, Writing 
Without Teachers and David Daiches, The Study of 
Literature, both of which are meant to be used as hand- 
books or reference points. 

LLI 252/352 [Directed Study] 

American Fiction: 1950 to the Present, Introduction [I]; 

Prof. Howard Carter 

The purpose of these courses is to allow students to 
read as widely as possible in recent and contemporary 
American fiction. A student who has done little reading 
in this area should take the first course, Introduction to 
American Fiction: 1950 to the Present, for which there 
is a specific reading list of such authors as Barth, 
Brautigan, Hawkes, Kerouac, Kosinski, McCuane, 
Nabokov, Oates, Updike, Didion, Plath, Parent, 
Baldwin, Ellison, Wright, and so on. A student with 
some acquaintance with most of these should take the 
second course, Further Readings in American Fiction: 
1950 to the Present, for which there is an extensive 
bibliography in the syllabus. 

LLI 253/353 [Directed Study] 
Twentieth Century European Fiction I, II 

Prof. Howard Carter 

This course invites you to read widely in the best of 
European fiction since the turn of the century. We will 
read twelve or so novels selective of movements, repre- 
senting various countries, the dominant literary move- 
ments, the most influential authors, such as Proust, 
Cide, Sartre, Camus, Mann, Kafka, Grass, Hesse, 
Moravia, Calvino, Vesaas, Solzhenitsyn, and Konrad. 
For each novel, students will prepare a reflective set of 
notes (one single-spaced typewritten page, or the 
equivalent). Evaluation will be on these notes, class 
discussion, a final synthetic exercise. A student who 
reads a foreign language and who wishes to read one or 
more novels in the original language may negotiate 
with the instructor for fewer or shorter novels. Pre- 
requisite: one college-level literature course. 

LLI 272 American Fiction Since 1950 

Prof. Nancy Carter 

We will be reading the best of American fiction since 
1950, selecting from such authors as Barth, Brautigan, 
Hawkes, Kerouac, Kosinski, McCuane, Nabokov, 
Oates, Updike, Didion, Plath, Parent, Baldwin, Ellison, 
Wright. Evaluation will be on class discussion, short 
papers and a final examination. 

LLI 331 Reading in Irish Literature 

LLI 431 Yeats and Joyce Prof. James Matthews 

During this term a series of evening lectures on various 
topics from Anglo-Irish literature will be presented. 
Students may attend these lectures and receive credit 
upon completion of a final exam. The advanced 
seminar will concentrate on specific issues in the work 
of W. B. Yeats and James Joyce. Each student will 
prepare an extensive paper on each writer. 

ALI 303 Eighteenth Century English Fiction: The Rise 

of the Novel Prof. Richard Mathews 

A survey of the rise of the novel during its first century 
in England. Beginning with a reading of Pilgrim's 
Progress the class will explore the evolving fictional 
styles as they depart from religious allegory and strict 

didacticism to develop the wide range of styles and 
themes of the full-fledged novel. Attention will be 
given to a variety of critical methods appropriate to the 
forms. This class leads up to ALI 304, Nineteenth 
Century English Fiction, and could well be taken as the 
first half of a year-long study of the rise of the novel. 
Texts will include Bunyan, Pilgrim's Progress; Defoe, 
Moll Flanders; Swift, Gulliver's Travels; Richardson, 
Pamela; Fielding, Joseph Andrews; Johnson, Rasselas; 
Sterne, Tristram Shandy; Smollett, Humphry Clinker; 
Goldsmith, Vicar of Wakefield; MacKenzie, The Man 
of Feeling; Burney, Evelina. Evaluation will be based on 
three critical papers, and class discussion. The pre- 
requisite is at least one course in literature. 

ALI 304 Nineteenth Century English Fiction: The Rise 
of the Novel Prof. Richard Matthews 

A survey of the continued evolution of the novel form 
as it became the primary form of popular fiction in 
England. The course will read representative works 
from the most important Victorian novelists and 
consider such aspects as subject, viewpoint, style, 
narrative method, and the relation between meaning 
and form. The class is a continuation of ALI 303 but 
may be taken as a separate course. Texts will include 
)ane Austen, Emma; C. Bronte, Jane Eyre; E. Bronte, 
Wuthering Heights; Scott, Heart of Midlothian; 
Thackeray, Vanity Fair; Dickens, Bleak House; 
Dickens, Great Expectations; Trollope, Barchester 
Towers; Meredith, The Egoist; Eliot, Adam Bede; Eliot, 
Middlemarch; Hardy, The Return of the Native. Evalu- 
ation will be based on class discussion, critical paper, 
and final exam. The prerequisite is at least one 
literature course. 

ALI 350 [Directed Study] 
Modern American Novel 

Prof. Peter Meinke 

This course introduces the student to the major 
American novelists of the first half of the twentieth 
century. Students are expected to read ten to twelve 
novels; they may substitute three or four books by the 
same authors for those suggested in the syllabus (e.g., 
The Great Gatsby for Tender Is the N ight, etc ) Students 
will be evaluated on the basis of a journal kept on their 
reading. This journal should contain at least the follow- 
ing three elements: a discussion of the novel's ideas 
and themes, an analysis of the novelist's style, and a 
subjective evaluation of both these aspects. 

LLI 350 [Directed Study] 
James Joyce, Irish Writer 

Prof, lames Matthews 

This directed course of study is designed to read Joyce's 
work with an eye to the Irish culture — especially 
Dublin, Joyce's home city. The primary readings are 
The Dubliners, A Portrait of the Artist as a Young Man, 
Exiles, and Ulysses. Other required readings include 
Richard Kain, Dublin in the Time of Yeats and Joyce, 
and Hugh Kenner, Dublin's Joyce. Four papers will be 
required as basis of evaluation: a critical reflection of 
Irish culture in the early works; a research paper on 
some aspect of Irish culture; a creative imitation of one 
section of Ulysses, and a substantial paper on the Irish 
flavor of Ulysses. 

CLI/CGR 351 [Directed Study 

Life and Works of Franz Kafka Prof. Kenneth Keeton 

For description seeCGR/CLI 351 underGerman. 

LLI 351 [Directed Study] 

Twentieth Century American Women Artists and 

Writers [c. 1900-1935] Prof. Nancy Carter 

This study begins by placing women artists and writers 
in the social and cultural context of their time with 
selected background readings. Primary emphasis, 
however, will be upon their contributions in different 
media Students will choose works to study from the 
following categories: photography, dance, poetry, and 
prose (including autobiography and biography, as well 
as fiction and other writings ) Some of the women rep- 
resented in this study are Isadora Duncan, Georgia 
O'Keeffe, Edna St. Vincent Millay, Marianne Moore, 
Gertrude Stein, Anais Nin, Zelda Fitzgerald, and Djuna 
Barnes. Prerequisite: Sophomore status 

LLI 362 Advanced Composition Prof, lames Matthews 

The aims of the course are to improve writing abilities 
in a variety of forms (from |ob letters to formal essays to 
creative writing), to teaching skills of prethinking a 
paper, outlining it, writing a draft, editing and polish- 
ing it, to explore the relationships of thought (both 
rational and irrational), words, and communication. 
We will be testing the limits of what we can say to each 
other, using words. Readings will include Hayakawa, 
Language in Thought and Action; and Weathers, 
Strategy of Style. Students will be evaluated on a series 
of written exercises, class exercises, discussion and, 
especially, improvement in writing. 

LLI/LFR 405 Twentieth Century French Literature 

Prof. Rejane Cenz 
For description please see FRENCH. 

LLI 406 Twentieth Century French Theater 

Prof. Rejane Cenz 

In this course, we will study the major trends of this 
extremely productive period of the French theatre. 
Starting with the poetic renewal of the theatre in the 
30's Gocteau, Anouilh, Giraudoux), we will study the 
existentialist theatre of Sartre and Camus, and the 
theatre of the Absurd with Beckett and lonesco. Evalu- 
ation will be based on class participation and short 
papers. The course will be taught in English, although 
students will have the option of reading the plays in 
French, should they wish to do so. 

LLI 425 Senior Seminar: Shakespeare 

Prof, julienne Empric 

The course will explore Shakespeare plays and poems 
first-hand: his language, structure, settings, character- 
ization, thematic concerns, the traditions upon which 
he draws and the theatrical dimensions through which 
his work is reborn. We will make use of traditional 
verbal methods for this exploration: but the student 


will also be expected to activate a range of creative 
talents as a means for illustrating the complexity and 
potential of Shakespeare's art. Evaluation will be based 
on serious involvement in discussion, simulation 
projects, and papers. Limited to Senior literature 
majors; others by permission of the instructor. 

LLI 431 Yeats and Joyce 

For description see LLI 331 

CLI/CSP 450/451 [Directed Study] 
The Artistry of Federico Garcia Lorca I, II 

Prof. Pedro Trakas 

For description seeCSP/CLI 451/452 underSpanish 

Courses offered in 1978-79 

LLI 344 Romanticism 

LLI 361 Literary Criticism 

and other topics according to faculty and student 



All-college requirements for a management major 
include the two modes of learning courses in 
psychology and sociology and two colloquia in the 
Behavioral Science Collegium. The required manage- 
ment core courses are: Managerial Enterprise, 
Accounting, Statistics, Principles of Microeconomics. 
Students in management take two of the three area 
options in psychology, sociology and political science, 
or economics, plus a set of five to six skill area courses 
chosen from those related to the student's career plans. 
An internship, normally completed between the Junior 
and Senior years, is also a graduation requirement. 
Please see Business Administration/Management also. 

BMN 250 [Directed Study] 
Personnel Management 

Prof. Bart Tebbs 

This course focuses on managing the human resources 
within an organization as a part of the total manage- 
ment system. The student will be introduced to the 
basic personnel processes of procurement, develop- 
ment and maintenance of human resources as well as 
the processes involved in selection, training, and 
remuneration of employees. Management-union rela- 
tions will also be introduced. The required texts are 
Chruden and Sherman, Personnel Management, Fifth 
Edition, and Practical Study Experiences in Personnel 
Management by the same authors. Evaluation will 
consist of seven tests on the major parts of the course, 
the completion of work-book assignments, and 
completion of the case studies in the text Prerequisite: 
The Managerial Enterprise or permission of the 

BMN 350 [Directed Study] 
Management Group Process Practicum 

Prof. Bart Tebbs 

This course is designed to provide the management 
major with experience in the theory and application of 
management simulation education games used in 

management development and organizational devel- 
opment training programs. Many management educa- 
tion programs conducted in both academic and 
corporate settings use simulation and role playing 
games. The course is designed to provide selected 
students with an internship experience with this educa- 
tional method. The course will require meeting with 
the instructor a minimum of two hours each week, time 
TBA. Readings will be assigned. Evaluation will be 
based on instructor evaluations, student evaluations, a 
project report, and an examination on the readings. 
Students will be permitted to take the course only when 
BMN 271, The Managerial Enterprise, is being offered. 
Students must arrange their schedules to be available 
for the practicum portion of the course when BMN 271 
is scheduled. The minimum prerequisites for the course 
are: BMN 271, BMN 371, or equivalents. Instructor 
permission is also required. 

BMN 270 Principles of Accounting 


This course presents a conceptual approach to finan- 
cial accounting through exposure to the accounting 
process and to generally accepted procedures. The 
emphasis is on the nature of accounting rather than on 
procedures, although assignments will include practice 
materials which demonstrate generally accepted 
procedures essential to the understanding of the 
accounting cycle. Required reading will be from a text 
and from a corporate annual report to be selected. 
Evaluation will be based on assigned problems, quizzes 
and a final examination, and a practice case. Prerequi- 
site is Sophomore, Junior or Senior status. This course is 
required for students concentrating in management. 

BMN 271 The Managerial Enterprise Prof. Bart Tebbs 

This course is an introduction to the basic concepts, 
theories, and management styles used in contemporary 
management. The goals of the course are for the 
student to understand the importance of communica- 
tion, motivation, planning, directing, controlling, and 
organizing in organizations with a job to be accom- 
plished. Evaluation will be based on participation in 
the experiential exercises, mid-term tests, and the 
completion of a learning assessment notebook. Texts 
will be announced. Prerequisite. Introduction to 
Psychology or Introduction to Sociology. 

BMN/BBA 370 Managerial Accounting 


This course is an extension of Principles of Accounting. 
The student will become familiar with the use of 
accounting information in the control of a business 
operation and the interpretation of the information for 
management's use. The course will provide an over- 
view of the analysis of financial statements, cost and 
responsibility accounting, budgeting, cost-volume- 
profit analysis and decision making. A text will be 
assigned. Evaluation criteria will be included in the 
syllabus. Prerequisite: Principles of Accounting. 

BMN 371 Organizational Behavior and Leadership 

Prof. Bart Tebbs 

This course is designed as an introduction to the study 
of behavior in organizations. It focuses on the inter- 

action of the individual and the organization in work 
situations live major topics will be covered 
Individuals, Organizations, and their Interaction; The 
Development of Individual-Organization Relation- 
ships; Influences on Work Behavior: Structural Factors; 
Influences on Work Behavior: Organizations' Practices 
and Social Processes; and Improving Organizational 
Effectiveness. The goal is to provide the student with 
ways of looking at and understanding behavior in 
organizations from the viewpoints of both the 
industrial psychologist and from the view of the 
manager. Students will complete an exercise in 
improving leadership effectiveness. Required texts are 
Behavior in Organizations by Porter, Lawler III, and 
Hackman; and Improving Leadership Effectiveness by 
Fiedler, Chemers and Mahar. Evaluation will be based 
on midterm tests, short papers, participation, and a 
final examination. Prerequisites: Junior or Senior 
standing and the completion of or concurrent enroll- 
ment in BMN 271, The Managerial Enterprise. 

BMN 474 Group Leadership Practicum 

Prof. Bart Tebbs 

This course is a sequel to BMN 371, Dynamics of Group 
Leadership. The emphasis will be on applying the 
knowledge obtained from an intensive study of theo- 
retically significant empirical research. Applications 
will be attempted both within classroom "laboratory" 
situations and in the "outside world." Accompanying 
the exploration of each concept will be an exercise for 
the student to discover and experience these 
phenomena in a classroom simulation. The required 
texts are: Organization Development an Experiential 
Approach by Harvey and Brown, and Organization 
Development by French and Bell. A selected bibliog- 
raphy also will be available. Evaluation will be based on 
class participation, mid -term tests, and a project 
report. Prerequisites are Dynamics of Group Leader- 
ship and either Introduction to Sociology or Introduc- 
tion to Psychology, and Junior or Seniorstanding. 

For other management courses see ECONOMICS, 


The basic requirement for either the B. A. or B.S. degree 
is the completion of eight mathematics courses num- 
bered above 233 Independent study courses in special 
topics in mathematics also may be used in satisfying 
this requirement. This wide flexibility permits a pro- 
gram of study to be tailored to the individual student's 
interests. All mathematics courses taken are applicable 
to the collegial requirement of 12 natural science 
courses for the B.A. degree, and 16 natural science 
courses for the B.S. degree. 

NMA 103 Principles of Statistical Inference 

Prof. George Lofquist 

The intent of this course is to introduce the student to 
statistical inference procedures and have him under- 
stand why those procedures function better than 
intuition in decision making. The stress will be on con- 

cepts rather than applications in a particular field of 
interest and the course should be of especial interest to 
students in the pre-medical and biological sciences. 
lupus covered will be descriptive methods, proba- 
bility distributions, statistical inference, linear regres- 
sion, simple analysis of variance, and non-parametric 
statistics. Thecomputer with programs in BASIC will be 
used to eliminate computational drudgery Evaluation 
will be based on several tests and a final examination 
Credit will not be given for both this course and BCM 
260. The only prerequisite is high school algebra No 
(omputer programming will be required and the 
i omputer will be used only as a labor-saving tool 

NMA 111 [Modes of Learning] 

Prof. Billy Maddox 

This is a course in basic algebra, a prerequisite for 
understanding in Calculus I. The study will include the 
language of logic and sets and the foundations of the 
real number system The function concept will be 
explored with particular emphasis on polynomial and 
algebraic functions. Some analytic geometry will be 
introduced to illuminate the above. Text to be 
announced. Evaluation will be based on daily assign- 
ments, hour tests, and a final examination A year of 
high school algebra and plane geometry will be suffi- 
cient prerequisites for the course. 

NMA 112 [Modes of Learning] 
Finite Mathematics 

Prof. Billy Maddox 

Theabilitytohandlesymbolic statements in a logically 
meaningful manner will be the main objective of this 
course. Among the topics used in developing this 
important skill will be truth sets, probability, Markov 
chains, vector and matrix theory, and applications to 
behavioral and managerial sciences An introduction 
to linear programming will also be included This study 
will be helpful to persons planning further work utiliz- 
ing Quantitative thinking. In particular, this course will 
provide an acquaintance with probability and other 
background mathematics of value in studying statistics 
and topics in management and business administra- 
tion. Evaluation will be based on daily assignments, 
hour tests, and a final examination. 

NMA 113 [Modes of Learning] 

Trigonometry Prof. Robert Meacham 

Functions and their graphs are explored. Trigonometric 
functions and their inverses receive the most attention; 
exponential and logarithmic functions are also studied 
Identities are proved; equations are solved. (These 
transcendental functions are analyzed more deeply in 
Calculus II. JTextto be announced. Evaluation is based 
upon homework, tests, and a final examination Pre- 
requisites: college algebra or two years of high school 

NMA 131 Calculus I 
NMA 151 [Directed Study[ 

Mathematics Staff 

This is the first course in a two-course sequence which 
deals with the calculus of single variable functions 

Concepts studied are function, limits, continuity, dif- 
ferentiation, and the definite integral. Applications to 
the physical sciences along with possible uses in 
economics are used to motivate the underlying mathe- 
matics. Text to be announced. Evaluation will be based 
on daily assignments, hour tests, and a final examina- 
tion. Prerequisites: good understanding of high school 
algebra and trigonometry. 

NMA 132 Calculus II 
NMA 152 [Directed Study] 

Mathematics Staff 

This is a continuation of calculus of single variable 
functions. Topics are the calculus of exponential, 
logarithmic and trigonometric functions, formal 
integration, applications, and infinite series. The same 
text is used as in Calculus I . Evaluation will be based on 
daily assignments, hour tests, and a final examination. 
Prerequisites: Calculus I or its equivalent. 

NMA 233 Calculus III 

Prof. Billy Maddox 

In this course the calculus of functions of several 
variables is developed. Topics included are three- 
dimensional analytic geometry, partial derivatives, 
directional derivatives, extrema of functions of several 
variables, multiple integration, and applications. The 
same text is used as in Calculus I and II. Evaluation will 
be based on daily assignments, hour tests, and a final 
examination. Prerequisites: Calculus II or its 

NMA 332 Foundations in Geometry 

Prof. Robert Meach am 

This study will center on the foundations of Euclidean 
and non-Euclidean geometry, capitalizing on an 
axiomatic approach. The course is designed to give 
students the tools, insight, and motivation to approach 
elementary geometry from a new perspective and with 
an open mind. The course is particularly appropriate 
for prospective teachers. Text to be announced. Evalu- 
ation is based upon several tests, assigned problems, 
and a final examination . Prerequisites: Calculus 1 1 . 

NMA 433 Real Analysis I 

Prof. George Lofquist 

This is the first course in a two-course sequence in 
which the foundations of real analysis are considered 
and topics from advanced calculus are then developed. 
Specific topics included are the real numbers as a 
complete ordered field, the derivative, the Riemann 
Integral, Euclidean n-space, and vector-valued func- 
tions of a vector variable. Evaluation will be based on 
assigned problems from the text, a mid-term examina- 
tion, and a final examination. Prerequisites: Calculus 
III or its equivalent. 

NMA 434 Real Analysis II Prof. George Lofquist 

This is a continuation of Real Analysis I. Topics 
included will be the derivative vector variable, the 
inverse and implicit function theorems, multiple 
integrals, line and surface integrals, Creen's and 
Stokes' theorems, and infinite series. Evaluation will be 
based on assigned problems from the text, a mid-term 
examination, and a final examination. Prerequisites: 
Real Analysis I. 

NMA 499 Independent Research - Thesis 

Mathematics Staff 

Seniors majoring in mathematics may, upon invitation 
of the mathematics faculty, do research and write a 
thesis under the direction of a member of that faculty. 
The submission of the resulting written thesis and an 
oral defense will, upon approval of the mathematics 
faculty, satisfy the comprehensive examination 
requirement for graduation. Prerequisites: excellence 
in mathematics courses through the Junior year and 
invitation by the faculty. 

Courses offered in 1978-79 

NMA 333 Probability and Statistics I 
NMA 334 Probability and Statistics II 
NMA 335 Abstract Algebra I 
NMA 336 Abstract Algebra II 


A major in modern languages will ordinarily consist of 
at least six courses above the intermediate level in one 
language, with a Senior thesis or comprehensive exam- 
ination in that language, pi us four courses or more in at 
least one other language. Courses in a second or third 
language ought to be taken in two-course sequences. 
Generally, the student would be well advised to choose 
area studies courses that correspond to the languages 
in which he/she is concentrating. A minimum of one 
month of residence abroad in a foreign language 
environment is strongly advised. 


The major in music consists of Comprehensive 
Musicianship courses I, II, III, IV, V and VI, plus two 
additional music courses. In addition, a student must 
be enrolled for one hour per week in applied music 
instruction and participate in one of the ensemble pro- 
grams operating through the music discipline during 
each term of residency. 

AMU 115 [Modes of Learning] 
Comprehensive Musicianship I: For Majors 

Prof. William Waters 

This course is designed to provide the fundamentals of 
music necessary to the otherComprehensive Musician- 
ship courses. The focus of the course is designed to 
increase the student's awareness of the process of 
becoming a musician, and of the role of the musician in 
today's society. Emphasis, too, will be placed on pro- 
grammed ear training and sight-singing both in the 
classroom and in independent lab sessions. Evaluation 
for the course will be based on written exercises, 
several short tests, participation in class activities, and 
a final examination. Open to perspective music majors. 

AMU 116 [Modes of Learning] 
Comprehensive Musicianship I: For Non-Majors 

Prof. Shirley Smith 

The purpose of the course is to acquire and develop 
concepts and skills to Fundamental Musicianship for 

students who are not majoring in music. Fundamentals 
such as scales, key signature, intervals, and elementary 
harmony will be studied, both separately and in the 
context of actual musical compositions. The text will 
be Basic Materials in Music Theory by Harder. Evalua- 
tion will be based on class participation, written exer- 
cises, and final examination. 

AMU 221 Survey of Music 

Prof. Shirley Smith 

The course will provide an approach to perceptive 
listening and an introduction to musical elements, 
forms, and style periods. Thediscussions of composers' 
lives, individual styles, and representative works will 
aim to stimulate curiosity and enthusiasm, not merely 
to impart facts. The text will be Music: An Appreciation 
by Roger Kamien and assigned recordings. Evaluation 
will be based on class discussion, two tests, two papers, 
and final examination. Open primarily to non-music 
majors Majors may take only with permission. 

AMU 242 Comprehensive Musicianship II: Medieval 
and Renaissance Music Prof. Shirley Smith 

This is an integrative study of the history, theory, and 
performance practices of the Medieval and Renais- 
sance periods. The sacred and secular music will 
include the chant of the Middle Ages, the polyphony of 
the thirteenth century, the carol of the fifteenth 
century, the music of Palestrina, and the Elizabethan 
dance and madrigals. In order that the student can see 
the individual works and composers in relation to their 
times, the study of musical style will also include the 
institutions under whose patronage the music was 
composed and performed. Students will be encouraged 
to perform and listen to music from these periods. The 
texts are Music in the Medieval World, by Seay, Music 
in the Renaissance by Brown and Music Scores: Omni- 
bus Part I. Evaluation will be based on participation in 
discussion, written exercises, quiz on listening, and 
either a research paper or a final examination. Pre- 
requisites are Comprehensive Musicianship I or its 

AMU 244 Seminar in Solo Vocal Literature 

Harry Waller 

This course involves a series of seminars and discus- 
sions of masterworks of vocal literature in all styles and 
periods. Students, faculty, and guests are invited to 
participate. Each student will give at least one formal 
presentation each semester. Critique sessions will 
enable the student to understand better the level on 
which he is able to communicate his musical ideas to 
his listeners. Credit for two courses will be given in the 
Senior year for students who have satisfactorily partici- 
pated in colloquia for each of four semesters. 

AMU 245 Choral Literature and Ensemble 

Prof. William Waters 

This is a survey of music for chorus from medieval to 
contemporary periods. Active membership in the 
Concert Choir is required concurrently with this course. 
Techniques of ensemble performance will be demon- 
strated and practiced. Proficiency in score-reading will 
be taught. The student is expected to gain knowledge- 

able insight into historical and stylistic considerations 
as well as performance practices appropriate to the 
periods studied. Evaluation will be based on quality of 
daily participation and on skills demonstrated in public 
performance. Students will be admitted on basis of 

AMU 266 Music Projects I 

Prof. William Waters 

Music Projects I will embrace a variety of performance- 
centered musical experiences. Activities may be 
centered around solo or ensemble work and may 
comprise several short works or an extended work. 
Regular rehearsal is expected of each student, and 
weekly critique sessions will guide participants toward 
objectives set at the beginning of the work. Enrollment 
is open to all students, but each proposal must have the 
approval of the music faculty. Work may be distributed 
over more than one module for a single module's 
credit. It is possible to enroll more than once in Music 
Projects I, with a change of area of emphasis. Prerequi- 
site is demonstrated musical skills. 

AMU 341 Comprehensive Musicianship III: Music of 
the Baroque Period Prof. William Waters 

The focus of this course will be the music of Bach and 
Handel, but study will by no means be limited to these 
two composers. Theoretical aspects of the course will 
include a study of contrapuntal practices of the period. 
Students will be encouraged to perform music from this 
period, and the lab will emphasize ear training and 
listening to the music. Evaluation will be based on par- 
ticipation in discussion, written exercises, a quiz on 
listening, and either a research paper or a final exam 
Prerequisite is Comprehensive Musicianship I or 
special permission of the instructor. 

AMU 350 [Directed Study] 
Twentieth Century Music 

Prof. William Waters 

This course surveys important works of the major com- 
posers of this century. After completing the material of 
the syllabus, which will include readings from standard 
histories of this period, writings by the composers 
themselves, and listening to phonograph recordings of 
their works, students may choose for their final evalua- 
tion a written examination, an extended paper on a 
topic approved by the instructor, or a project approved 
by the instructor. The course is open to all students, 
however, ability to read standard musical scoring at a 
minimal level is helpful. 

AMU 366 Music Projects II: Performance Seminar 

Prof. Shirley Smith 

This course will provide the opportunity for students to 
perform in small ensembles, duos, or solos. The music 
and the nature of the ensembles will necessarily be 
determined by the student registration (i.e. flute, voice 
and piano; harpsichord and violin; string trio; vocal trio 
and brass). The music which is performed will be 
researched and the knowledge applied directly to its 
performance. Music scores and texts will be chosen 
after ensembles are formed. Evaluation will be based 


icckcrd conece 

on class participation, research on compositions, per- 
formance of music. Prerequisites are ability to sing or 
play an instrument. 

AMU 442 Applied Music: Organ, Piano, Voice, Guitar, 
Strings, Brass, Woodwinds Staff 

A student will learn to perform great music of all per- 
iods on any instrument offered as Applied Music 
through a program of disciplined practice and research 
into the music which is being performed. One one-hour 
lesson per week, at least six practice hours per week, 
and attendance of one performance class per week will 
earn one course credit for each year of study. Evalua- 
tion will be based on student's performance level and 
his understanding of compositions studied. The pre- 
requisite is permission of music faculty. 

AMU 444 Comprehensive Musicianship VI: Contem- 
porary Music Prof. William Waters 

This course begins with the music of the French Impres- 
sionist School, and deals with the music of major com- 
posers such as Schonberg, Ives, Stravinsky, Bartok, 
Webern, Varese, Orff, Messian, Hindemith, and 
Prokofiev. Theoretical considerations include post- 
tonal organization of sound, twelve-tone techniques, 
aleatory music, and other twentieth-century phenom- 
ena. Evaluation will be based on two oral reports, a 
major paper, and a final examination. Prerequisite is 
Comprehensive Musicianship I or special permission of 
the instructor. 


Students majoring in philosophy will develop with a 
Mentor a program with a minimum of eight philosophy 
courses, at least two from Logic and Language, Modes 
of Philosophizing, Ethics; at least three from the 
History of Philosophy four-course series; the remainder 
should be upper level courses representing the stu- 
dent's particular interests, integrative in relation to 
courses taken in other fields, and should help provide 
perspective for the whole liberal arts program. 

LPL 110 [Modes of Learning] 
LPL 150 [Directed Study] 
Logic and Language 

Prof. Peter Pav 

Appropriate for pre-law, philosophy, science, mathe- 
matics, social science and literature students, this 
course studies the methods of critical, logical analysis 
of language and thought It starts with everyday lan- 
guage, its nature, uses, and misuses, then studies arti- 
ficial logical languages whose precision can aid our 
understanding. We will develop several techniques for 
evaluating arguments, both propositional and predi- 
cate. Text is Copi's Introduction to Logic, 4th ed . Evalu- 
ation is based on frequent homework exercises and 
three open-book examinations. 

LPL 111 [Modes of Learning] 
LPL 151 [Directed Study] 
Modes of Philosophizing 

Prof. Keith Irwin 

Plato, A. J. Ayer, and Jean-Paul Sartre, the intention of 
this course is to develop in his mind a sense of what 
arouses philosophical questions and of the possible 
modes or patterns for attempting to answer them. This 
assumes that philosophical questions differ from scien- 
tific, historical, technological, informational, com- 
monsensical, and many other kinds of questions we 
raise. The desired outcome of the course is to 
encourage the student, through recognizing and 
appreciating the philosophical thinking of others, to 
venture on his own philosophical thinking with greater 
confidence and sophistication. 

CPL 241 Ethics 

Prof. Ashby Johnson 

The course is an introductory program in moral philos- 
ophy and ethical systems. Readings are drawn from 
primary sources and commentaries. Evaluation is 
based upon participation in class discussion, one major 
paper, and an examination. Although some back- 
ground in philosophy is helpful, there are no specific 

CPL 244 Social arid Political Philosophy 

Prof. Ashby Johnson 

The purpose of the course is to develop a familiarity 
with the major theories of civil order which have been 
influential in Western Europe and America Contempo- 
rary political theory is examined in the light of classical 
tradition and historical movements. The two primary 
texts are Somerville and Santoni, Social and Political 
Philosophy (selected readings) and William T. Bluhm, 
Theories of the Political System. Evaluation is based on 
class participation, two tests, one term paper, and an 

LPL 270 Science and Religion 

Prof. Peter Pav 

By introducing the student to the thought of such 
philosophers as George Berkeley, William James, 

This course will study the role of models, paradigms, 
and myths both in science and religion. It will also 
investigate the processes of verification and falsifica- 
tion. We will begin by analyzing the structure of 
science as presented in Thomas Kuhn's Structure of 
Scientific Revolutions, one of the required texts. Then 
we will compare the structures of science and religion 
presented in Ian Barbour's Myths, Models, and 
Paradigms, our second required text Evaluation is 
based on frequent quizzes, class presentations and 
participation, and a term-paper 

LPL 323 History of Modern Philosophy: From Hobbes 
to Kant Prof. Keith Irwin 

The generative problem over which philosophers strug- 
gled in the 16th through 18th centuries was the problem 
of knowledge. What can we claim to know? God, our- 
selves, the external world? Between the time of 
Descartes and that of Kant, the controversies raged. 
Working from W. T. Jones, History of Western Philoso- 
phy, Volume III, Hobbes to Hume, for historical 
continuity, we will give attention in primary sources to 
Descartes, Spinoza, Locke, Hume, and Kant. Work in 
the course will be evaluated on the basis of a philo- 
sophical journal, seminar contributions, a medium 
length research paper, and a final examination. 

LPL 325 History of Renaissance Science 

Prof. Peter Pav 

This course will provide an overview of natural and 
physical science during the period 1450-1630, a transi- 
tion age between medieval and modern science. Key 
topics will be humanism, naturalism, Copernicus, 
Vesalius, science and society, mathematics, and 
magic. Classes will be in lecture-discussion form. The 
text is The Scientific Renaissance: 1450-1630 by Marie 
Boas. Students will be evaluated on three in-class 
examinations and class participation (perhaps includ- 
ing a presentation). 

LPL 346 The Scientific Revolution Prof. Peter Pav 

Suitable for students of philosophy, science, and 
history. Studies the Scientific Revolution as an 
important transvaluation of modern Western society. 
Considers three traditions, Organic, Magical, and 
Mechanistic (main emphasis). Some initial lectures, 
then student-led seminars on Copernicus, Kepler, 
Galileo, Bacon, Boyle, Descartes, and Newton. Ends 
with philosophical and historical generalizations about 
the Scientific Revolution Required texts are Hugh K. 
Kearney's Science and Change and Origins of the 
Scientific Revolution. Evaluation is based on class 
presentations and participation, term-paper, two 
exams (one take-home, one in-class). 

Courses offered in 1978-79 

CPL 245 American Philosophy 

CPL 246 Philosophy of Religion 

LPL 321 History of Philosophy: Creek and Roman 

LPL 322 History of Philosophy: Medieval and 

LPL 341 Existentialism 
LPL 345 Symbolic Logic 
LPL 360 Philosophy of Science 


FPE 121 Principles of Physical Education 

Prof, lames Harley 

This project deals with historical, philosophical and 
scientific foundations of physical education; includes 
the desired aims and objectives of physical education 
as a career; and introduced administration and 
curriculum. Students will spend a minimum of 20 
contact hours in one of the St. Petersburg schools in a 
pre-internship program. This will be a cooperative 
effort with public school teachers, to help determine if 
the student is truly a prospective physical education 
teacher. Evaluation will be based upon a term paper 
and a final exam. A personal interview is the only 
prerequisite. Open to upperclass students. 

FPE 123 Fitness and Skills 

Prof, lames Harley 

This project is a study of the physical fitness problem in 
the United States. Special emphasis will be on actual 
fitness training programs The project will introduce as 
many skills to the students as time permits, in order to 
promote a lifetime of physical activity through at least 
one of the skills. Students will participate in a vigorous 
exercise program for the entire year, and must perform 

individual research in one specific area. A term paper 
of high quality is required. Prerequisite: a medical 
clearance. Open to upperclass students 

The following activities do not carry course credit. 

Red Cross Advanced First Aid and Emergency Care 

This 40-hour course consists of the philosophy behind 
first aid; wounds, specific injuries, and shock; respira- 
tory emergencies, drowning, and resuscitation; pois- 
oning, drugs and drug abuse; burns and exposure to 
radiation, heat and cold; bone and joint injuries, 
immobilization and splinting, dressing and bandages; 
sudden illness and emergency childbirth; extrication 
and emergency rescue and transfer. 

Red Cross Beginning Swimming 

This 12-hour course consists of some reading and much 
practical work on basic swimming strokes and skills 
Students who make sufficient progress may go on to 
take Red Cross Advanced Beginner in the same module 
and thus earn two certificates from Red Cross. Text: 
tion: performance of swimming strokes and skills. 

Red Cross Water Safety I nstructor 

This recently revised (1973) 30-hour W.S.I, course con- 
sists of the methodology of teaching Swimming and 
Water Safety and Lifesaving and the practical work of 
composing lesson plans and doing practice teaching 
Its completion certificate authorizes one to teach any 
of a number of Red Cross courses, including Advanced 
Lifesaving, and is a prerequisite for the jobs of camp 
waterfront counselor or aquatic director and lifeguard 
at many munucipal pools. Text: SWIMMINC AND 
concomitant instructor manuals, Red Cross. Required: 
set of masks, fins, and snorkel. Evaluation; quizzes, 
lesson plans, practice teaching demonstrations, and a 
written final examination. Prerequisite: Advanced Life- 
saving certificate and Swimmer certificate or the 
passing of an equivalency test. 

Red Cross Advanced Lifesaving 

this 26-hour course consists of practical work and also 
some reading and lectures on: personal safety and self 
rescue; swimming rescues, defenses, releases and 
escapes; search and rescue; special rescue and removal 
techniques and first aid; beach and surf rescue and life- 
guarding; small craft safety. It is the revised (1973) 
course that replaced Senior Lifesaving, and the certifi- 
cate it carries is the only prerequisite for some life- 
guarding jobs and is one of the prerequisites for the 
revised W.S.I, course. Text: LIFESAVING: RESCUE 
AND WATER SAFETY, Red Cross. Required: set of 
mask, fins, and snorkel. Evaluation: quizzes and 
demonstrated skills; written and skill final examina- 
tions. Prerequisite: good swimming endurance (500 
yards continuously); marked ability in swimming 
strokes and related skills as evidenced by passing an 



Red Cross Intermediate and Swimmer Courses 

This 12-hour course is for students who already have a 
fair to good proficiency in swimming, but who want to 
increase their endurance and versatility and perfect the 
additional strokes and skills that will make them 
all-round swimmers. Successful completion of the 
Intermediate or the Swimmer part of this course meets 
the Swimming requirements for Advanced Lifesaving 
or for Water Safety Instructor, respectively. Those 
entering with skills at the Beginner Swimming level will 
probably finish having progressed through the 
Advanced Beginner and Intermediate levels. Text: 
tion: performance of swimming strokes and skills. Pre- 
requisite: swimming ability equivalent to having 
passed at least the Red Cross Beginner Course 

Beginning Tennis 

This course is designed to give the student an introduc- 
tion to the game of tennis and to help him develop the 
basic skills of the game. The text, Tennis by Johnson 
and Xanthas, will be used. Evaluation will be based on 
written, skills, and form examinations. 

Advanced Tennis 

This course is designed for students who wish to con- 
tinue studying tennis beyond the beginning level. 
Evaluation will be based on written, skills, and form 
examinations. Prerequisite is Beginning Tennis or the 


For the B.A. degree, students majoring in physics 
normally take the following courses: Fundamental 
Physics I, II, and III, Electronics, Classical Mechanics, 
Electricity and Magnetism, Quantum Physics I, 
Calculus I, II, III. For the B.S. degree, additional 
courses normally included are Quantum Physics II and 
selected advanced mathematics courses, along with 
Senior Thesis, and Concepts in Chemistry I and II. 
Students may arrange independent or directed study 
courses in advanced subjects to suit their needs. 
Consult contents for Engineering and Applied Science. 

NPH 141 Fundamental Physics I Prof. Wilbur Block 

The aim of physics is to understand the nature of the 
physical world, particularly the particle and wave 
phenomena which arise for the inertial and electrical 
properties of matter. The thre-course sequence, 
Fundamental Physics, I, II and III, presents a contem- 
porary view of the concepts, principles, and theories 
which express this understanding in a basic and 
elementary form. Course content is presented by 
means of descriptive and quantitative textbook 
material, appropriate laboratory exercises, and synthe- 
sizing lectures and discussions Required reading is 
restricted to a text such as Halliday and Resnick, Fun- 
damentals of Physics. Evaluation is based on assigned 
problems and exercises, on laboratory work and on 
several majorand minor quizzes Fundamental Physics 
I deals principally with particle motions, elastic waves, 
and heat and thermodynamics. Prerequisite: Pre- 
Calculus Skills NCM 112) or its equivalent. 

NPH 142 Fundamental Physics II Prof. Irving Foster 

This second course of the elementary physics sequence 
deals with the phenomena of electricity and magnet- 
ism, elastic waves, electromagnetic waves and optics. 
The same text is used as in the first course. Evaluation 
will be the same as in the first course. Prerequisites: 
Fundamental Physics I (NPH 141) or consent of the 

NPH 241 Fundamental Physics III 

Prof. Wilbur Block 

This course is an optional continuation of the elemen- 
tary physics sequence. It deals with atomic and nuclear 
phenomena and with special relativity A basic text 
such as Wiedner and Sells, Elementary Modem 
Physics, is used. Evaluation is based on assigned 
problems and exercises, on laboratory work and on 
several majorand minor quizzes. Prerequisite: Funda- 
mental Physics II (NPH 241) or consent of the 

The next four courses, Classical Mechanics, Electricity 
and Magnetism, Quantum Physics I and II, will be 
offered as Directed Studies unless there is sufficient 

NPH 341 Classical Mechanics 

Physics Staff 

This intermediate course includes a study of the 
dynamics of particles and systems of particles and rigid 
bodies, an introduction to elastic media and elastic 
waves, and the treatment of the Lagrangian and 
Hamiltonian formulations of dynamics. Work is based 
on a text, with supplementary readings as appropriate 
to the needs of the student. A set of problems and a 
final exam are used for evaluation. Prerequisites: 
Fundamental Physics II (NPH 142) and Differential 
Equations (NMA 234), or consent of the instructor. 

NPH 342 Electricity and Magnetism 

Physics Staff 

Emphasis is placed on the fundamental role of 
Maxwell's equations in the study of electric and 
magnetic fields and of AC and DC circuits. Electro- 
magnetic wave theory is introduced Work is based on 
a text, and on supplementary readings as the student 
requires A set of problems and a final exam are used for 
evaluation Prerequisites: Fundamental Physics II 
(NPH 142) and Differential Equations (NMA 234), or 
consent of the instructor. 

NPH 443 Quantum Physics I 

Physics Staff 

Experimental results leading to the formulation of 
modern quantum theory will be studied. The 
Schroedinger wave equation will be used to solve 
physical problems treating a variety of one-dimension- 
al potential functions, with special attention to the 
comparison of classical and quantum results Text to be 
announced; some audio-visuals. Evaluation will be 
based on solutions to assigned problems and written 
examinations Prerequisite : consent of instruction. 

NPH 444 Quantum Physics II Physics Staff 

1 his is a continuation of Quantum Physics I. The three- 

dimensional wave equation is studied with particular 
application to hydrogenic atoms. Identical particles 
are introduced with emphasis on low-energy scatter- 
ing. Text to be announced. Evaluation will be based on 
solutions to assigned problems and written examina- 
tions. Prerequisite : Quantum Physics I (NPH 443) or 
consent of the instructor. 

NPH 499 Independent Research -Thesis PhysicsStaff 

Outstanding students majoring in physics normally are 
invited to engage in active research and to prepare a 
thesis in lieu of Senior comprehensive examinations. 
Apparatus is available for research in low-energy ionic- 
atomic scattering, the primary current research interest 
of the physics staff. Additional equipment is available 
for studies in x-ray crystallography, and high vacuum 
techniques. Designed primarily for thesis students, this 
course is available to others by special permission of 
the staff. Evaluation is based on the presentation and 
oral defense of the thesis. 

presidents; the legislative process; the judicial process; 
and problems of civil liberty. Evaluation based on two 
hour exams, a final exam, and class participation. 

BPO 240 Comparative Politics 

Prof, lack Salmon 

All governments face certain fundamental require- 
ments, but each has itsown unique problems. Over 140 
national governments, no two exactly alike, respond to 
and direct political life Comparative politics seeks to 
provide guidance through the jungle of organization 
charts and activity, teach us of the weird and wonderful 
ways of human governance, and possibly give us a 
good idea for our own use We will examine presidents 
and parliaments, elites and counter-elites, democra- 
cies and peoples democracies, using a text such as Roth 
and Wilson, The Comparative Study of Politics. Evalua- 
tions are based on examinations and a written critique 
of any of several current hypotheses about the future of 
politics: convergence, technocracy, "lifeboat politics," 
and others. 


Students majoring in political science will affiliate with 
either the Letters or the Behavioral Science Collegium . 
Both require the completion of International Politics, 
National Government and Politics in the United States, 
and six additional political science courses of the 
student's own choosing, including at least one from 
each member of the political science faculty. Students 
are encouraged to select appropriate courses support- 
ing their studies from related disciplines. Students 
majoring through the Behavioral Science Collegium are 
also required to complete Statistical Methods. 

BPO 242 Global Problems 

Prof, loncker Biandudi 

BPO 114 [Modes of Learning] 
International Politics 

Prof, lack Salmon 

International politics is very serious business, but we 
actually know little about it. Why do nations act as they 
do— even, how do they really act? Are international 
politics and national politics connected— and if so, 
how? What do people mean when they speak of the 
Third World, and even the Fourth World? Which is 
"normal"— peace or war? Are wars symptoms of failure, 
or are they necessary? Where do we go from here: more 
of the same, a slide into nuclear barbarism, or growth 
toward a humane world society? The textbook for the 
course is Sterling's Macropolitics. Evaluation will be 
based on the quality of four two page written assign- 
ments and a final exam. 

LPO 121 National Government and Politics in the 

United States Prof. Felix Fackow 

This course deals with the principles and practices of 
our system of government at the national level. It will 
examine such areas as the principles and development 
of the Constitution; the essential features, conse- 
quences, and implications of federalism; the nature, 
methods, and functions of political parties and 
pressure groups; the national political conventions and 
primaries; electoral problems and reform; . voting 
behavior; the establishment and growth, functions, 
and powers of the presidency; strong and weak 

The main objective of this course is to help the student 
understand the nature, scope, and magnitude of some 
of the problems which do now or may in the future face 
people in all parts of the world. Throughout the course, 
the interdependence of both these problems and the 
people who strive to solve them will be emphasized. In 
addition to class discussion and reading assignments, 
the student will participate in inter-nation simulation 
exercises depending on the availability of space and 
time. Required reading will be Erb and Kallab, Beyond 
Dependency: The Developing World Speaks Out, Bertz 
and Herman, Peace and War, and World Without 
Border, by Brown. Evaluation will be through a 
midterm and final examination, paper and class par- 

BPO 246 Varieties of Political Theory 

Prof. Anne Murphy 

From moral philosophy through ideology to empirical 
theory, thinkers and activists have tried to understand 
political systems and political behavior. Contemporary 
political research rests on assumptions just as surely as 
Augustine's "City of God" is based on a point of view. 
This course will alert the student to the classic and con- 
temporary thinkers who try to make sense of social 
policy and decision-making. Text: Bluhm, Theories of 
the Political System. Evaluation will be based on class 
participation, tests, and a major paper based on either 
a key theorist or a classic problem addressed by many 
thinkers. Prerequisite: at least Sophomore standing. 

LPO 322 Constitutional Law II 

Prof. Felix Rackow 

This course examines those portions of the United 
States Constitution that deal with relations between the 
individual and the government, primarily those rela- 
tions cited specifically under the Bill of Rights and the 
Fourteenth Amendment. The approach utilized will be 
the study of cases. Students will read opinions of the 



Supreme Court; these will be discussed in class for 
analysis and trends. Midterm and final examinations 
are combinations of closed-book tests done in class 
and open-book tests done outside of class. Class 
participation isexpected. 

LPO 323 The American Presidency Prof. Felix Rackow 

This course considers the American presidency as a 
political and constitutional office: its growth and 
development from Washington to Carter. It will 
consider such topics as the selection of the president as 
well as the president's role in formulating and conduct- 
ing foreign policy; treaties and executive agreements; 
the president as Commander-in-Chief and as protector 
of the peace; his relation to Congress and his party. 
Evaluation will be based on a mid-term, final exam, 
term paper, and class participation. 

BPO 341 National Security Policy Prof, lack Salmon 

Nations fear enemies and seek security. This requires 
that they define themselves and their values, and 
resolve conflicts between values (e.g., military 
spending vs. civilian). They must choose policies to 
attain their goals, and organize to provide the people 
and resources required. Large vs. small forces, deter- 
rence vs. pre-emption, military intervention or 
economic pressures, civil liberties or internal security 
-these and more choices will be examined in papers 
and seminars. Each student will do two papers on two 
different topics, presenting the paper as part of a panel 
dealing with related subjects. Evaluation is based on 
the papers and class participation. Simulations will be 
used. Prerequisite is a behavioral science modes of 
learning course or Junior or Senior standing. 

BPO 342 Politics in China and Japan 

Prof, jack Salmon 

China and Japan offer excellent opportunity for us to 
learn about drastically different political and economic 
systems, contrasting approaches to "modernization" 
--a very tricky concept, and about political cultures 
sufficiently different that our own values are brought 
into better focus. Texts will be Nakane, Japanese 
Society, Stockwin's Japan, Starr's Ideology and Culture 
(China), and selected library readings. Exams will cover 
readings and class work. A paper will be required, 
analyzing a problem from two different perspectives: 
Marxist Chinese and capitalist Japanese. For this 
comparative politics course prior work in comparative 
politics or Asian culture/history is advised. 

BPO 344 U.S. Congress 

Prof. Anne Murphy 

Representative government focuses on legislative 
politics. Democratic theory or practical politics can be 
better understood by careful study of the U. S. 
Congress. Political behavior, election campaigns, law 
making, lobbying and constituency opinion will be 
examined. Texts: Congressional Quarterly Weekly 
Report and Ripley, Congress, Process & Policy. Evalua- 
tion is based on class participation, evidence of outside 
reading, tests and a research report. Prerequisite: U. S. 
National Government or The Presidency. 

BPO 346 Political Parties in the U.S. 

Prof. Anne Murphy 

Parties still provide a visible link between individual 
citizens and public policy. We will examine theories of 
development, structure, practice and changing coali- 
tions of American political parties at the national, state 
and county level. Texts will be Sorauf, Party Politics in 
America and Freeman & Gattin, Political Parties and 
Political Behavior. Evaluation will be on the basis of 
class participation, tests, class reports, and evidence of 
outside reading. Students should have several courses 
in U.S. government, history and social organization 
before taking this course. 

BPO 349 The States in The Federal System 

Prof. Anne Murphy 

In this course we will examine the variety and similari- 
ties of the fifty states; the partnership and tensions 
between national and state governments; the sharing 
of responsibilities and innovation; and the role of the 
state as a unit in political parties, legislative maneuver, 
and presidential, politics. Required readings will 
include Jacob and Vines, Politics in the American 
States: A Comparative Analysis, and Robert E Crew, 
Jr., State Politics. Students will be evaluated on the 
basis of tests, participation in class, class reports based 
on outside reading which will be assigned periodically, 
a term paper, and a final examination. There is no pre- 
requisite, but one previous course in politics or govern- 
ment is recommended. 

BPO 441 Imperialism and World Politics 

Prof, loncker Biandudi 

This course will examine empirically and substantively 
the theory proposed by Johan Galtung, Structural 
Theory of Imperialism. It will focus on verticality, 
penetration, exploitation, and dependency. Texts will 
beC. F. Alger and David Hoovler, The Feudal Structure 
of Systems of International Organizations (to be dis- 
tributed in class); Cockcroft, Andre, Johnson, eds., 
Dependence and Underdevelopment: Latin America's 
Political Economy; Rosen & Kurth, eds., Testing 
Theories of Economic Imperialism; and Galtung, 
Structural Theory of Imperialism. Evaluation will be 
based on two written essays and a final examination. 
Prerequisite is a background in Statistics or Math- 

Courses offered in 1978-79 

LPO 221 Civil Liberties 

LPO 321 Constitutional Law I 

BPO 345 Crass Roots Politics 

BPO 347 Comparative Political Parties 

BPO 348 Urban Political Systems 

BPO 444 The Politics of Poverty 

BPO 445 American Foreign Policy 

BPO 446 Electoral Behavior 

BPO 440 International Conflict 


All students majoring in psychology will complete a 
common core of five basic courses: Introduction to 
Psychology, Statistical Methods, Fundamentals of 

Psychological Research, Personality Theory, and 
Learning and Cognition. In addition, students will elect 
two courses from each of two approved categories, 
making a total of four elective courses. The psychology 
major thus requires nine course, five of which are 
required of all students and four of which are elective. 
Please see Humanistic Psychology and Biopsychology 

APS/BPS/NPS 110 [Modes of Learning] 
Introduction to Psychology Profs. Thomas West, 

Ted Dembroski, lames MacDougall 

This course serves as an introduction to the scientific 
study of psychological processes and behavior. Such 
methods as experimentation, correlation, and observa- 
tion will be covered with an eye to demonstrating how 
psychological knowledge is acquired. A number of 
theoretical approaches to human and animal behavior 
will be explored along with the research on which the 
theories are based. Examples of psychological 
processes and behavior that will be examined include 
cognition, learning, emotion, aggression, personality, 
and prejudice. Since student enrollment in the course 
typically has been high, lectures and readings are the 
principal sources of information. Tentatively, one text 
will be required Evaluation will be based upon two or 
three examinations given in class. Early completion of 
this course is required for those who wish to concen- 
trate in psychology or to be certified in education. 

APS/AED 207 Group Dynamics 

For description see EDUCATION 

APS 208 Introduction to Clinical and Counseling 

Psychology Prof. Thomas West 

This course will deal with personality theory, focusing 
particularly on the counseling process itself. Topics to 
be examined are general perspective, overview of 
theoretical foundations, the processes of counseling 
and therapy, and special areas of application. The text 
will be Introduction to Clinical Psychology by 
Pennington and Berg. Outside readings from selected 
sources in books and journals will be assigned. Evalua- 
tion will be based on participation in one panel presen- 
tation, role-playing in two counseling sessions, an 
annotated bibliography of the readings doneduring the 
course, a short paper on a specific topic of the student's 
choice directly related to counseling psychology, and a 
final examination. Prerequisite: one previous course in 

NPS 261 Fundamentals of Psychological Research 

Prof, lames MacDougall 

This course will introduce the student to the nature of 
research and experimentation in psychology. Starting 
with the basic understanding of research methodology, 
the topics of formulation of hypotheses, design of 
experiments, execution of experiments, analysis of 
data, and communication of results to co-workers in 
the field will be included. All phases of experimenta- 
tion will be covered, including observational tech- 
niques and correlational and laboratory methods. 
Evaluation will be based on quality of several one-hour 

quizzes, a laboratory notebook, and a formal research 
or library review paper. Prerequisites Introduction to 
Psychology and a course in statistics. 

BPS 300 Developmental Psychology 

BPS 350 [Directed Study] 

Prof. Ted Dembroski 

This course covers past and present concepts, theories, 
and research in Developmental Psychology. Examples 
of topics receiving attention include early experience, 
intellectual development, social learning, behavioral 
modification, achievement, and morality A variety of 
methods (observational, correlational, and experi- 
mental) will be examined in studying the development 
of both human and non-human organisms from con- 
ception to death A text and book of readings are 
required reading Two or three examinations and class 
participation serve as bases for evaluation Prerequisite 
is an introductory course in psychology. 

APS 302 Cestalt Theory and Practice 

Prof. Thomas West 

Cestalt work is one of the foundation stones in the 
human potential movement lending itself well to 
therapy, personal growth, education,- specialized 
counseling, and self-awareness. It developed from an 
integration of Cestalt psychology, existentialism, 
psychoanalysis, client-centered therapy, and body 
psychology. It deals with the individual as a whole, in a 
here-now, l-thou relationship. This experience will 
expose the student to the theoretical framework of 
Gestalt and how it is applied in education, therapy and 
personal growth. Evaluation will be based on a term 
project, a group demonstration, a midterm, and a final 
examination. Prerequisites are Humanistic Approach 
to Thinking and Feeling or Introduction to Psychology, 
or permission of the instructor. 

BPS 302 Social Psychology 

Prof. Ted Dembroski 

The course will cover past and present concepts, 
theories, and research in social psychology. Emphasis 
will be placed on methodology, especially the experi- 
mental approach to understanding the social forces 
which affect individual beliefs, emotions, and 
behavior. Examples of topics planned for inclusion 
include social influence, attitudes, persuasion, social 
affiliation, leadership, and prejudice. Special attention 
will be devoted to natural setting field research. A text, 
a book of readings, and selected journal articles are 
required reading Evaluation will be based on two or 
three examinations and class participation. Introduc- 
tion to psychology and a course in statistical methods 
are prerequisites. 

BPS 305 Behavior Modification 

Prof. Bart Tebbs 

The purpose of this course is to introduce student to the 
application of learning principles as they are used to 
modify behavior in applied settings, especially as those 
techniques are used in management, teaching, and 
clinical psychology A text will be used and it supple- 
mented with readings in the student's primary area of 
interest Students will also complete a behavior modifi- 




cation skills training program. Evaluation will be based 
on mid-term tests, the development of a behavior 
modification program, and a final examination. Pre- 
requisite: Introduction to Psychology. 

APS/BPS 306, NPS 366 Psychology of Personality 

Prof. Ted Dembroski 

This course is for psychology majors who want to study 
personality in some detail and the student outside of 
psychology who wants to understand himself and 
others in a more scientific way. Three avenues to 
understanding personality will be stressed: theory, 
research, and assessment. This course will emphasize 
both theoretical and research problems in personality. 
Students should leave the course with the ability to (1) 
characterize trait and factor, psychoanalytic, behav- 
ioral, and phenomenological theories of personality 
and (2) describe and evaluate important research 
relevant to personality theories and psychological 
testing. Required reading includes a text and selected 
journal articles. Evaluation will be based on two or 
three examinations and class participation. Prerequi- 
site is an introductory course in psychology. 

NPS 365 Learning and Cognition 

Prof, lames MacDougall 

This course will focus on a study of basic principles of 
learning, memory organization and retrieval processes, 
thinking and creativity, and the application of these 
principles to a number of applied questions in 
education and child development. Text to be 
announced. Evaluation will be based on several 
in-class examinations and a research paper. The course 
assumes only an introductory knowledge in general 
psychology and, thus, will be appropriate for students 
in a variety of disciplines. 

NPS 369 Biopsychology 

Prof, lames MacDougall 

This course will be concerned with the study of basic 
neurological and neurophysiological principles and the 
application of these principles to the understanding of 
such phenomena as instinct, motivation, perception, 
learning, and higher cognitive processes such as 
thought and language. Text to be announced. Evalua- 
tion will be based on several in-class examinations and 
a research paper. The content is of intermediate diffi- 
culty and would be appropriate for Junior and Senior 
students with backgrounds in psychology or the natural 

APS 401 The Theory and Practice of Child Therapy 

Prof. ViBrody 

This course will allow a student to cover the theoretical 
background of child development and therapy, to work 
as a therapist under supervision, and to participate in 
weekly seminars. Three hours weekly for the academic 
year are spent working with a child and in critiques with 
the supervisor. Required readings are White, Human 
Infants; Kagan, Personality Development; Bowlby, 
Attachment; Des Lauriers and Carlson, Your Child is 
Asleep; Des Lauriers, The Experience of Reality of 
Childhood Schizophrenia. Evaluation will be based on 
a journal, report by the supervisor and a paper bringing 

experiences into the framework of theory. Prerequi- 
sites: a beginning course in psychology with preference 
given to upperclassmen and to those majoring in 
psychology. Permission of instructor is required. 

BPS 402 Research Seminar in Social Psychology 

Prof. Ted Dembroski 

The purpose of this course is to provide an opportunity 
for students to design, conduct, present, and write an 
original piece of research in social psychology. The 
seminar devotes a great deal of attention to generating 
and criticizing research ideas. The major objective, 
however, is to carry through a research project from 
idea inception through sound methodology to final 
publication form. A book of readings and numerous 
journal articles and reviews are required reading. 
Evaluation is based on class participation, class presen- 
tation, and research papers. Prerequisites are an 
introduction to psychology course, a course in statis- 
tics, and a course in personality or social psychology, 
or consent of instructor. 

NPS 499 Independent Research -Thesis 

Prof, lames MacDougall 

Students majoring in biopsychology or related areas 
may elect to devise an independent study project with 
one of the participating faculty members. Such pro- 
jects may be oriented toward library research and 
reading, or may involve laboratory or field research 
projects. Directed research leading to a Senior thesis is 
normally available only by invitation of the participat- 
ing faculty member. Students planning to do a Senior 
thesis must complete a preliminary research proposal 
by April of their Junior year. 

Courses offered in 1978-79 

APS 207 Croup Dynamics 
APS 308 Behavoir Disorders 


Students majoring in religious studies must take the 
basic course, The Study of Religion, and at least two 
courses from each of the following areas: Biblical 
studies, historical and theological studies, philosophy 
of religion and ethics, and non-Western religions. 
Competency in the religious studies major will be 
determined by successful completion of all courses and 
a comprehensive examination or thesis. Directed and 
independent study courses may be taken toward fulfill- 
ment of this major. 

An interdisciplinary concentration in Religious Educa- 
tion is also available. This concentration will entail 
work in four academic areas: Biblical and Theological 
studies; Education and Child Development studies; 
Psychology and Counseling studies; and Management 
studies. This concentration should appeal especially to 
students contemplating professional careers with the 
Church and Synagogue, and to students who wish to 
work as lay people in religious institutions. 

LRE 110/CRE 110 [Modes of Learning] 
The Study of Religion 

Profs. AlanCarlsten, Stanley Chesnut [fall) 
Profs. Ash by Johnson, Gilbert Johnston (spring) 

An introduction to the methods and contents of 
religious studies, exploring the variety of religious 
experience in the East and West through readings, dis- 
cussions, lectures, films, and other media. Field trips 
and other experiences will provide opportunities for 
first-hand observation, description, and analysis of 
religious phenomena. Comparison and evaluation of 
religious systems within their social and political con- 
texts will be included. Students will also be encouraged 
to think about personal religious values. Textbooks for 
the course may include: Robert O. Ballou, ed., The 
Viking Portable Library World Bible, 1970; John H. 
Hick, Philosophy of Religion, second edition, 1973; 
Mircea Eliade, The Sacred and the Profane, 1961 Eval- 
uation will be based upon participation, reports, 
midterm and final exams, and a paper exploring and 
synthesizing personal religious values. 

LRE 113 [Modes of Learning] 
Understanding the Bible 

Prof. Stanley Chesnut 

The Bible may be interpreted both subjectively and 
objectively, and the purpose of this course is to 
combine the two. In doing so one must develop the 
skills of literary analysis, historical criticism, and theo- 
logical exegesis and apply them to the poetry, histories, 
prophecies, short stories, parables, and epistles of the 
Bible. The end product of such study will be a more 
constructive understanding of these sacred scriptures. 
The primary text for this course is The New Oxford 
Annotated Bible. Students will be expected to partici- 
pate in class discussions, to present brief written 
reports, and to take weekly quizzes and a final examin- 
ation, and evaluation will be based upon all these 
things. This course is strongly recommended for those 
who plan further study of the Bible or religion . 

LRE 222 Religions of the Middle East 

Prof. Stanley Chesnut 

A survey of the most important religious groups in the 
Middle East, )udaism, Christianity, Islam, from earliest 
times to the present, emphasizing their literary, theo- 
logical, and cultural contributions. This course will 
focus upon the great persons, events, and places in 
Middle Eastern history, and will provide a background 
for understanding contemporary problems in that part 
of the world. Panel discussions, guest speakers, films, 
and tapes will be utilized. Readings will be from the 
Bible, the Koran, Hittis A Short History of the Near East, 
and other sources. Requirements include research 
assignments, reports, and examinations. 

LRE 231 Nordic Religion and the Icelandic Sagas 

Prof. Alan Carlsten 

This course is an introduction to the phenomenological 
method of inquiry into religion. It will use as its subject 
matter the ancient Nordic religion, particularly as that 
religion is presented and described in the Icelandic 
saga literature. Particular emphasis will be placed on 
the elements of myth, symbol and cult as they appear 

in the sagas. Description, analysis and evaluation of 
the sagas will play an important role in the course 
Readings will include Magnusson and Palsson, The 
Vinland Sagas: The Norse Discovery of America; Nidi's 
Saga; Johnson (trans), The Saga of Gisli; Hallberg, The 
Icelandic Saga. Work to be submitted for evaluation 
will include class reports, research paper and two 
one-hour exams. 

CRE 242 The Buddhist Tradition 

Prof. Gilbert Johnston 

LikeChristianity in the West, Buddhism in the East cuts 
across national boundaries and brings its distinctive 
influence to bear on all the cultures it encounters. This 
course will explore the meaning of Gautama's enlight- 
enment and the nature of the Noble Eightfold Path, 
tracing the development of Buddhist ideas and prac- 
tices as they spread from India to the various countries 
of South and East Asia. Readings will include DeBary, 
ed , The Buddhist Tradition; Rahula, What the Buddha 
Taught; Chen, Buddhism. Students will be expected to 
write two short papers: one, a comparative study, and 
the other, an inquiry into the meaning of a primary 
source. There will be two tests and one longer exam 

CRE 243 Asian Religion: East Asia 

Prof. Gilbert Johnston 

Confucianism, Taoism, Shinto, and the so-called new 
religions of the modern age will be emphasized in this 
course on the religious traditions of China and Japan 
Attention will be given to the way traditional views of 
the world and of mans place in it, the nature of human 
society and the proper forms of behavior are changing 
in the face of modern pressures. Readings will include 
Chan, A Source Book in Chinese Philosophy and 
DeBary, Sources of Japanese Tradition. There will be 
two examinations and one paper 

LRE 250 [Directed Study] 
Religion in America 

Prof. Alan Carlsten 

The study of religion in America is perhaps the most 
interesting phenomenon in all of religious history. Only 
in America have Christianity and Judaism assumed the 
unique forms which they manifest in that culture. 
There is much more than an ocean which separates the 
European Catholic and Protestant from their American 
counterparts. The same is true of the difference 
between the old world jew and his fellow believer in 
America. There are many reasons for the unique style 
of Christianity and Judaism in America but the funda- 
mental explanation would seem to be contained in the 
phrase, "the New Jerusalem." This was the Biblical 
paradigm for the transplanting of the Church in the new 
world. This course will analyze and evaluate the 
beliefs, behavior and institutions of religion in America 
thereby enabling students to appreciate the tremen- 
dous significance of religion in the American 
experience Required reading: Sydney Ahlstrom, 
Religious History of the American People. Evaluation 
will be based upon three one-hour examinations, class 
participation and a brief paper 

LRE 251 [Directed Study] 
Introduction to the Old Testament 

Prof. Stanley Chesnut 

A thorough study of the history, literature, and religion 
of the Old Testament, with emphasis on the major 
books of the Hebrew Bible (in English). With the 
guidance of a detailed syllabus, students will 
encounter the Pentateuch, the History, the Prophets, 
and the Writings of the Old Testament in their 
historical contexts. Israelite religion and its develop- 
ment is a central feature of this course of study. In 
addition to the syllabus, students will read from The 
New Oxford Annotated Bible; Anderson, Understand- 
ing the Old Testament; and additional related works. 
There will be several brief writing assignments and a 
comprehensive examination. Evaluation will be based 
upon the written work and the examination. This 
course is strongly recommended for students planning 
upper-level work in Bible at Eckerd College. 

LRE 252 [Directed Study] 
Introduction to the New Testament 

Prof. Stanley Chesnut 

Concentrating on the Gospels, this course includes a 
careful study of the life and teachings of Jesus, as well 
as reading of most of the New Testament literature. A 
syllabus is provided, and students will work through a 
plan of study designed to introduce the most important 
ideas and events of the Gospels, Acts, the letters of 
Paul, other letters, and the Book of Revelation. The 
origins and principles of early Christianity are a major 
focus of this course of study. Required reading assign- 
ments are in: The New Oxford Annotated Bible; 
Throckmorton (ed), Gospel Parallels; and Kee, Young, 
Froehlich, Understanding the New Testament. There 
will be several brief writing assignments and a compre- 
hensive final examination. Evaluation will be based 
upon the written work and the examination. This 
course is strongly recommended for students planning 
upper-level work in Bible at Eckerd College. 

LRE 253 [Directed Study] 

The Life and Teachings of Jesus Prof. Stanley Chesnut 

This course is a survey of the life and principal teach- 
ings of Jesus as recorded in the Gospels of the New 
Testament. Reading of the primary sources is of first 
importance, and the syllabus outline will lead the 
student through the essentials of Jesus' life and works in 
the four Gospels. The Galilean and Judean ministries, 
the Sermon on the Mount, parables and other sayings, 
and the final days in Jerusalem are highlights of this 
study. The textbook is Burton H. Throckmorton, Jr. 
(ed.) Gospel Parallels, with additional readings 
assigned for the Gospel of John and for background. 
The syllabus indicates suggested reading in secondary 
sources and topics for research papers. There will be a 
comprehensive final examination, with evaluation 
based upon this examination and the writing 

LRE 254 [Directed Study] 

Archaeology and the Bible Prof. Stanley Chesnut 

An introduction to Biblical archaeology, designed to 

acquaint the student with the methodology of histor- 
ical inquiry through archaeology and the results of this 
inquiry for interpretation of the Bible. A syllabus of 
readings and research assignments provides guidance 
for the study of the development, field methods, dis- 
coveries, and interpretations in Biblical archaeology 
over the past century. Emphasis is upon the usefulness 
of this work for understanding the Bible. Textbooks are 
G. Ernest Wright, Biblical Archaeology, and The New 
Oxford Annotated Bible. A bibliography and supple- 
mentary readings are included in the syllabus, and 
students are expected to undertake several short 
writing assignments and a final examination. Evalua- 
tion will be based upon the written work and the 
examination. A general knowledge of the Biblical 
writings would be very helpful. 

LRE 331 Contemporary Theology Prof. Alan Carlsten 

This course will introduce students to the major theo- 
logians of the twentieth century. The works of Barth, 
Niebuhr, Tillich, Cox, Heschel, Schillebeeck, 
Moltmann and Cone will be studied in depth. Urgent 
issues such as n-uclear arms proliferation, racism, 
under-developed countries, nationalism, totalitarian- 
ism, liberation movements and sexism will be 
examined in the light of the teachings of these eminent 
theologians. Evaluation will be based upon three, 
one-hour exams and a final paper. Prerequisite: CRE 
110/LRE 110 or equivalent course. 

Courses offered in 1978-79 

LRE 113 Understandingthe Bible 

LRE 221 Religion in America 

CRE 241 The Hundu Tradition 

LRE 241 Christian Thought and Practice Through the 

LRE 320 Jesus of Nazareth 


The program in Russian studies integrates the study of 
the Russian language with Russian history, Russian 
literature, and contemporary Soviet reality. Students 
must complete at least two years of college-level 
Russian, and finish five courses dealing specifically 
with Russia: two in Russian history, two in Russian 
literature, and one in Soviet Area Studies. Each student 
in this program must also choose a field of specializa- 
tion within Russian studies (usually language, litera- 
ture, history, or social sciences) consisting of at least 
four courses in addition to those listed above. When 
appropriate these courses may be independent or 
directed studies, colloquia, and/or thesis preparation. 
All students will have an oral examination covering 
their entire program, in addition to the comprehensive 
examination in afield of specialization or a thesis. 

CRU 110 [Modes of Learning] 
CRU 102 Elementary Russian 

Prof. Vivian Parsons 

These courses offer intensive drill in understanding, 
speaking, reading, and writing grammatical and 
conversational patterns of modern Russian. There will 
be reading from simple Russian prose the latter part of 
the course. Textbooks and readers will be used. Evalua- 

Hon will be based on written exercises and exams No 
prerequisites for CRU 110; successful completion of 
CRU 110 or its equivalent is prerequisite for CRU 102. 

CRU 201/202 Intermediate Russian 

Prof. Vivian Parsons 

These are courses in review and completion of basic 
Russian grammar, and continued work on conversa- 
tional skills Textbooks and readers will be used Work 
to be submitted for evaluation written exercises, 
exams Prerequisite: completion of Elementary 

Courses offered in 1978-79 

CRU 301 Introduction toRussian Literature and 

CRU 302 Daily Life in Soviet Society 


The required courses for the sociology major are Intro- 
duction to Sociology, Statistical Methods, Research 
Design, and The History of Sociological Theory In 
addition to these, each student selects four other 
sociology courses in consultation with the Mentor. 

BSO 110 [Modes of Learning] 
Introduction to Sociology 

Prof, jack Williams 

This course will have two goals: to introduce the stu- 
dent to the state of our knowledge on the nature of 
society and the dynamics of social behavior; and to 
address the question, "Is a science of society possible?" 
through an examination of the means sociologists 
employ to investigate social behavior The course deals 
with the possibility of a "science of society" by posing 
the fundamental questions sociologists must answer 
and by examining the applicability of scientific 
methods to those questions. It is also devoted to basic 
social issues. Attention will be divided between an 
overview of the state of our knowledge and a consider- 
ation of the research procedures most typically 
employed. Readings for the course will include an 
introductory sociology textbook and articles employ- 
ing some of the more widely used methods of social 
research Evaluation of students will be based on six 
quizzes. An extra credit term paper is optional This 
course is a prerequisite for all students planning a con- 
centration in sociology. 

BSO 150 [Directed Study] 
Introduction to Sociology 

Prof, lack Williams 

Following the outline of Broom and Selznick's text, 
Sociology: A text with Adapted Readings, the course 
has three sections. The first develops an understanding 
of the basic tools and concepts of sociology The 
"topics" in this section are: science and social behav- 
ior, social organization, culture, socialization, primary 
groups, social stratification, complex organization, 
collective behavior and population. The second 
section is devoted to the study of four social institu- 
tions: the family, education, religion, and law The 
third section takes up major trends in American 
society developments in racial and ethnic relations. 

urbanization, technological change, and political 
change Students will be evaluated on three tasks. The 
student must demonstrate a working familiarity with 
terms and concepts; respond to chapter review ques-' 
tions in a paragraph (short answer) form, for each 
c hapter of the text, write a one-to-three page essay in 
response to general questions. The syllabus contains a 
complete list of terms, review questions and essay 

BSO 220 Racial and Cultural Minorities 

Prof, lack Williams 

This course will examine the processes of conflict, 
accommodation, and assimilation in majority-minority 
relations It will also examine the social, historical, 
cultural, political, and economic factors involved in 
racism, prejudice and discrimination Required reading 
will consist of a basic text and several paperback books 
as supplemental material Evaluation will be based on 
two exams and a research paper 

BSO 250 [Directed Study] 
The Family 

Prof lack Williams 

This course will examine the family at two conceptual 
levels: the family as a social institution, and as a small 
group In this latter context, the focus will be on the 
processes of attraction, conflict and accommodation 
which both bring families together and pull them apart 
The text for the course is Leslie's, The Family in Social 
Context. Following Leslie's outline, readings will fall 
into three sections: the family as a culturally universal 
institution, focusing on cross-cultural contrasts, 
Utopian experiments and the history of the family in 
Western society; racial, ethnic and socioeconomic 
contrasts in family types within the United States; final 
(and longest) section of readings progresses from 
theory and research on romantic love through mate 
selection, the effects of children, adjustment prob- 
lems, divorce, remarriage and family life among the 
elderly Students will be evaluated on the basis of 
written responses to some 100 short essay questions 
from the Leslie text and a research paper. Two thirds of 
the student's grade will be based on the essay 
questions; one third on the research paper A list of the 
essay questions and guidelines for the research paper 
can be found in the syllabus Prerequisite is an intro- 
ductory course in any of the behavioral sciences. 

BSO 322 Social Gerontology Prof U illiam Winston 

This course concentrates on aging and age status as 
determinants of social interaction and social change 
The first half of the course is concerned with social 
gerontology theories of aging, research on life satis- 
faction and adjustment to aging, assessment of 
housing, medical, and economic needs of the elderly; 
death and bereavement, and family life. The second 
half focuses on age and social change: parent-youth 
conflict, conflicts on institutional values, life goal 
changes, and areas of value continuity. Cross cultural 
and cross temporal comparisons are made Required 
reading is Atchlev. Social Forces in Later Life, and 



selected journal articles. Students will participate in a 
primary research project on aging or generational 
conflict/continuity Evaluation will be made on the 
written project, two exams, and class participation 
Prerequisite is an introductory course in sociology. 
Introductory courses in other behavioral sciences are 
recommended preparation. 

BSO 324 Criminology 

Prof. William Winston 

Deviance is a social concept encompassing all the 
forms of behavior that a society deems threatening, 
harmful, or offensive. Criminality is also a socially 
dependent and culturally relative concept. There is a 
difference, however: criminality is a special subdi- 
vision of deviance that is expressly punishable through 
formal sanctions applied by political authorities. The 
authorities evaluate and punish rule-breaking behavior 
(andean, thereby, confer criminal status on a variety of 
individuals) by means of a "criminalization" process. 
The basic objective of this course will be to examine 
theories of criminal behavior and how various legal 
process attempt to control this behavior. Texts will be 
Criminology by Sutherland and Cressey, and Introduc- 
tion to Criminal Justice by Newman. Evaluation will be 
based on four examinations and several short papers 
Prerequisite: an introductory course in sociology. 

BSO 328 Complex Organizations and Bureaucracies 

Prof, jack Williams 

This course will deal with the social and historical 
origins of complex organizations and bureaucracies, 
empirical research on a variety of issues related to the 
internal dynamics of bureaucracy, and the behavior of 
organizations in their social and cultural environments. 
Reading material will consist of journal articles in 
sociology, political science, public administration and 
management. Students will be evaluated on the basis 
of two exams and a paper. Prerequisite: Introduction to 

BSO 350 [Directed Study] 
American Minorities 

Prof, lack Williams 

This course involves a detailed descriptive and com- 
parative study of the history and present status of five 
American ethnic minorities. The student will choose 
five minorities from a list of eight and write a four part 
essay, based on assigned readings, on each minority. 
The eight minorities are: Blacks, Jews, Italian- 
Americans, Puerto Rican-Americans, Japanese- 
Americans, Chinese-Americans, Mexican-Americans 
and American Indians. Reading assignments will 
consist of one paperback book on each minority 
chosen Evaluation will be based entirely on the five 
essays Prerequisite: an introductory course in the 
behavioral sciences. 

BSO 426 Sociological Theory 

Prof, jack Williams 

This course will survey the theoretical foundations of 
modern sociology through an examination of the works 
of Montesquieu, Comte, Marx, Tocqueville, Durkheim, 
Pareto and Weber. It will then move to contemporary 
theoretical issues in functionalism, conflict theory, 
symbolic interactionism, exchange theory and ethno- 

methodology. Aron's Main Currents in Sociological 

Thought I and II will be required reading. Evaluation 
will be based on 12 two to three page papers, and class 

BSO 326 The Family (offered in 1978-79) 


A student may major in Spanish by successfully com- 
pleting eight of the following courses: Introduction to 
Spanish Literature I, Introduction to Spanish Literature 
II, Advanced Spanish Composition, Advanced Spanish 
Conversation, Modern Spanish Novel, Spanish Ameri- 
can Novel, Modern Spanish Drama, Golden Age 
Drama, Cervantes, The Artistry of Federico Garcia 
Lorca I, II (directed study). One of the two Hispanic 
Area Studies (Latin American or Spanish) is required. 
Study abroad in the Junior year is strongly recom- 
mended. In addition, a concentration in Hispanic 
(Latin American or Spanish) Area Studies may be 
planned with the appropriate faculty member. 

CSP 110 [Modes of Learning] 
CSP 102 Beginning Spanish I, II 

Prof. Pedro Trakas 

These courses offer intensive drill in understanding, 
speaking, and writing Spanish. Vocabulary is presented 
through dialogues and varied exercises. There will be 
short speeches once a week, and independent labora- 
tory practice in addition to two weekly scheduled 
laboratory classes. At the end of each week, there will 
be a review, and test based on the entire weeks work. 
Prerequisites: none for CSP 110; successful completion 
of CSP 1 10 is prerequisite for CSP 102. 

CSP 201 Intermediate Spanish 

Prof. Pedro Trakas 

This course is a continuation of CSP 110-102. The entire 
semester is spent in intensive review of grammar. The 
presentation of grammar with corresponding pattern 
drills is very thorough. Weekly speeches, typically 
based on social problems or items of current concern, 
are required Independent laboratory practice on a 
weekly basis is required. Student evaluation is based on 
the weekly speeches and written tests, a mid-term 
written exam and a final exam, both written and oral. 
The text used is Hansen & Wilkins' Espanol a lo vivo. 
Prerequisite: CSP 110-102 or its equivalent, such as two 
years of Spanish in senior high school, to be approved 
by the instructor. 

CSP 202 Intermediate Spanish 

Prof. Pedro Trakas 

An introduction to literature to be used as a basis for 
improvement in understanding, speaking, reading, and 
writing Spanish. Texts will include a book of short 
stories, one play, and a novel. Student evaluation will 
be based on weekly tests, a mid-term exam, a final 
exam, and laboratory participation. Prerequisite: 
successful completion of CSP 201 or its equivalent. 

CSP 403 Modern Spanish Drama Prof. Pedro Trakas 

A study of the works of the best modern playwrights 
from Benavente to the present. This course is recom- 
mended for those contemplating a Spanish major. 

Students will prepare three questions and answers on 
each play, to be discussed weekly There will be a 
midterm exam on work done up to that point Each 
student will submit at the end of the semester a 15-25 
page term paper concerning some aspect of modern 
Spanish drama All work will be in Spanish Prerequi- 
site: successful completion of Advanced Spanish CSP 
301-302, or its equivalent 

CSP 404 Golden Age Drama 

Prof. Pedro Trakas 

This course offers reading and analysis of some of the 
most representative plays of the period, including 
works by Lope, Tirso, Calderon, Alarcon, Castro, 
Moreto, Cervantes, Rojas Zorrilla, and Mira de 
Amescua There will be a midterm examination and a 
term paper of 15 to 25 pages in length in lieu of a final 
exam. All work will be in Spanish Prerequisite: 
successful completion of CSP 301-302, or its 

CSP/CLI 450/451 [Directed Study] 

The Artistry of Federico Garcia Lorca, I, II 

Prof. Pedro Trakas 

This project will study and analyze art forms engaged in 
by Lorca, with reading of his major literary works. Each 
student will write a term paper on some aspect of 
Lorca's artistry The works read and the term paper will 
be in Spanish for students who have successfully com- 
pleted Intermediate Spanish or its equivalent They will 
be in English for students who have had less or no 

Courses offered in 1978-79 

CSP 301/302 Introduction to Hispanic Literature I, II 
CSP 401 Modern Spanish Novel 
CSP 402 Latin American Novel 
CSP 406 Cervantes 


LSP 222 The Art of Speech Communication 

Prof. Alan W. Carlsten 

The purpose of this course is to introduce students to 
the art of speech communication. It will help students 
to develop skills in interpersonal, group and public 
modes of speech communication. Analysis and 
constructive critique of student performances will be 
aided by audio- visual equipment Requirements for the 
course are: reading assigned texts, participation in 
class discussions and group projects, performance of 
assigned speech communication projects Textbooks 
to be used are: Monroe and Ehninger, Principles and 
Types of Speech Communication (seventh edition); 
and Strunk and White, Elements of Style. Evaluation 
will be based upon three written assignments (25%), 
five oral projects (50%), and a final examination (25%). 


LSW 150 [Directed Study] 
Swedish I 

Prof. Alan Carlsten 

This course offers intensive drill in understanding, 
speaking, reading, and writingof Swedish. A taped pro- 

gram of 40 lessons prepared by the Swedish govern- 
ment forms the basis of the course Textbooks which 
accompany the tapes are also prepared by the Swedish 
government Material to be used Radio Sweden Taped ' 
Program and texts: Walter Johnson, Beginning 
Swedish. Work to be submitted for evaluation will 
consist of quizzes and a final examination (both written 
and oral). 

LSW 250 [Directed Study] 
Swedish II 

Prof. Alan Carlsten 

This course offers advanced Swedish grammar and 
writing There will be continuous drill in understanding 
and speaking as well Recorded broadcasts of Radio 
Sweden will be used in laboratory work Selected short 
stories will provide skill in reading Materials to be 
used: Martin Soderback, Advanced Spoken Swedish; 
Radio Sweden taped broadcasts Evaluation will con- 
sist of quizzes and an oral and written final exam. Pre- 
requisite: Swedish I 

LSW 350 [Directed Study] 
Swedish III 

Prof. Alan Carlsten 

This course offers intensive study of Swedish literary 
figures. Selma Lagerlof, Strindberg, Lagerkvist, and 
Bergman will be read in Swedish Stockholm's Dagens 
Nyheter (Sunday edition) will be read also. Conversa- 
tion and writing skills will be emphasized Materials to 
be used: Par Lagerkvist, Barabbas; Bodelm Ahsuerus, 
Selma Lagerlof, Jerusalem; I Dalarna; August Strind- 
berg, Sammolta Skrifter. Evaluation will be based on 
papers and examination Prerequisite Swedish II. 


The B.A. in TESL is designed to prepare students for a 
career in teaching English as a second language The 
program consists of four areas and includes these 
requirements: linguistics (General Linguistics, Struc- 
ture of English, History of the English Language, 
modern foreign language study), cultural (Bilingual 
Education, American Civilization); pedagogical 
(Methods of Teaching Languages, teaching intern- 
ship), and professional (Senior seminar). Students will 
also take one course each in the social sciences, 
American studies, and education, and will complete a 
Senior project. 

CTE 337 Methods of Teaching English as a Second 

Language Prof. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The format 
of the workshop consists of readings, discussions, 
model demonstrations, and lesson presentations 
Students will be primarily concerned with the audio- 
lingual approach They will discuss and practice the 
theory of teaching grammar, reading, writing and 
speaking They will also learn how to construct tests 
and make effective use of the language laboratory 
Evaluation is based on class participation, classroom 

and lab-drill demonstrations, and follow-up testing. 
Prerequisites: a linguistics course and instructor's 

CTE 338 Text Evaluation and Curriculum Development 
in TESL Prof. Mary Paidosh 

The purpose of this course is twofold: to select and 
evaluate various models of linguistic analyses in the 
field of TESL; and to analyze factors in the develop- 
ment of a curriculum for target groups for whom English 
is a second language Students will be asked to analyze 
critically important text materials in both the audio- 
lingual and grammar-theory approaches to language 
learning. They will also deal with materials aimed at 
training students in particular technical skills and 
concepts. This evaluation should provide students with 
an understanding of suitable materials for specific 
linguistic goals and help in establishing an appropriate 
curriculum Evaluation is based on class discussion, 
reports, and simulation projects. Prerequisite: Junior or 
Senior in TESL, or permission of instructor. 

CTE 435 Senior Seminar in TESL Prof. Mary Paidosh 

Students will discuss and analyze problems related to 
the teaching of TESL to both national and multi- 
national groups. This seminar will tie together princi- 
ples of educational psychology, methodology of 
second-language acquisition, and study the processes 
by which children and adults acquire specified 
elements of language. This seminar will be used to 
select and complete an independent professional 
project. The project may be developed in one of the 
following ways: undertaking a work experience with 
ELS and fully documenting that the experience has 
been educational and professionally relevant; creating 
materials and showing that the student has contributed 
to his/her own educational development and that 
materials created are of value to the teaching 
community; designing a program for which there is an 
existing need, with the expectation that attempts will 
be made to implement and evaluate the program; and 
undertaking research in a given subjct on which a thesis 
will be presented. Evaluation is based on group dis- 
cussion, oral presentations, final project. Prerequisite: 
Senior in TESL or instructor's approval. 


Theatre study at Eckerd centers in the experiences of 
theatre- or dance-making; emphasis is placed on 
process and growth rather than upon the accumulation 
and distribution of course credits. It is expected that 
those who elect to concentrate in theatre will be 
involved regularly in creative work; breadth and 
balance will grow out of discovered interests and 
needs. With the Mentor, each student will work out a 
program of art-making which will include work in pro- 
duction and performance skills, in the history and 
theory of performance arts, and in dramatic literature. 
Each student is expected to concentrate on a major 
creative work as a Senior project. Some time should be 
spent away from campus on an apprenticeship, in 
study at a major theatre center (generally London), or 
on a special summer program of participation in the 
performance arts 

ATH 110 [Modes of Learning] 
Movement as a Mode of Learning 

Prof, loan Frosch 

Many movement systems exist-yoga, ballet, T'ai Chi 
Ch'uan--having such aims as spiritual growth, perform- 
ance, and mental-physical balance. The aim of this 
course is for each participant to realize the theories 
basic to all movement systems; thus laying the founda- 
tion for construction of existing systems as those we've 
yet to erect. In class, we will move, discover and 
explore the meaning of universal movement principles 
with our own bodies. Outside class you will be 
expected to spend an hour each day in personal experi- 
mentation. Evaluation will be based upon regular, 
active participation in class and final choreographic 
project demonstrating the student's ability to physical- 
ize movement theory. Limit 18. 

ATH 111 [Modes of Learning] 
Jazz Dance 

Prof, loan Frosch 

In this course we will actively explore a major Afro- 
American contribution to the world of dance— jazz. We 
shall study jazz tec-hnique, improvisation and choreog- 
raphy, and the history of jazz dance past to present. We 
will read and discuss Steam's The Story of American 
Vernacular Dance and Emery's Black Dance in the U.S. 
from 1619 to 1970. As a final project, each student shall 
choreograph and perform an original jazz piece. 
Evaluation will be based on attendance, active partici- 
pation in class workshops and discussions, and 
successful completion of final project. Limit of 18. 

ATH 266/267 Theatre Projects I 


Work in theatre projects can involve participation in a 
wide variety of theatre enterprises. It represents the 
core of "theatre making" at Eckerd. Opportunities to 
participate in production, in work-shops devoted to 
performance and to the crafts of the theatre, in 
critiques, and in other projects are provided. Participa- 
tion and responsibilities will grow out of the disciplines 
of the selected projects. It is recommended that work 
be distributed over two modules. The course may be 
repeated for credit. 

ATH 276 Dance I 

Prof, loan Frosch 

Opportunity will be provided for training in dance and 
movement primarily in the modern dance tradition. 
Students interested in movement as personal expres- 
sion and those interested in dance performance are 
invited to participate As the year progresses, different 
projects will be established depending on the level of 
preparation and interests of the students (dance com- 
positions, readings, viewing and critiquing of dance 
performances for example). Evaluation will be based 
upon regular, active participation in class, quality of 
projects submitted, and developed ability in technique 
and improvisation Limit 18 

AT H 326 Choreography: The Art of Making Dance 

Prof, loan Frosch 

In this course we will explore the process of dance 
composition. Basic choreographic techniques will be 
taught and others evolved by the creative reconstruc- 
tion of primary techniques. The class will serve as a 

laboratory for experimentation and our best work will 
culminate in the production of the spring dance 
concert Students already possessing fundamental 
skills in modern dance are invited to audition for the 
class. Evaluation will be based on student's developed 
ability in composition, effectiveness of class presenta- 
tions and assignments, and degree of participation in 
dance concert Permission required. 

ATH 366/367 Theatre Projects II 


Theatre Protects II is primarily for work on individual 
projects in performance and production, and will or- 
dinarily be built around a single undertaking such as a 
maior production assignment. The course is for 
experienced students and enrollment requires prior 
arrangement with the faculty. Assignments to 
particular projects may sometimes be made on the 
basis of tryouts. Students are expected to attend 
regularly scheduled Theatre Projects critique sessions. 
This course may be undertaken for one module or for 14 
weeks and for one or one-half credit unit. 

ATH 376/377 Dance II 

Prof, loan Frosch 

Dance II is for students with some experience and for 
those who are interested in special projects in choreog- 
raphy and dance performance Assignments to Dance 
II will be made by the instructor following conferences 
and possible auditions Evaluation will be based upon 
regular, active participation in class, quality of projects 
submitted and developed ability in technique and 
improvisation Permission required Limit 18 

ATH 461 The Theatre of Commitment: A Seminar in 
Theatre Theory 

For description see AVS 481 


An "A" after the number in a winter term project indi- 
cates that the project is an alternate to an off-campus 
winter term project, and will be offered only if the off- 
campus winter term project is cancelled 



BWT 1 Measuring Man Cross-Culturally 

Prof, loan Barnett 

The aim of this project is to help the student become 
acquainted with actual techniques of measuring 
humans so as to assess the significance of overall 
population differences in growth and development 
Students will become familiarized with anthropologi- 
cal equipment and will gain practice in their use both 
within and outside of the classroom A major goal of 
the project will be answering the quest ion what can we 
learn by measuring the human body' Evaluation will be 
based on performance and completion of research 

BWT 2 Political Leadership Prof, joncker Biandudi 

This project will focus on leadership style and political 
behaviors of non-white peoples. The project will 
examine in detail two influences of personality charac- 
teristics of leadership on groups of people, movements 
and nations. We will also examine the outcomes which 
are a consequence of the personal characteristics of 
leaders of groups or nations. Texts (to be determined) 
may be: Sidney Verba, Small Group and Political 
Behavior: A Study of Leadership, and Rollo May, 
Ghandi. Basis for evaluation will be a paper and a test. 

ATH 470 Design and Technique In The Theatre 

Prof, lames Carlson 

In this course, the visual aspects of the theatre will be 
studied. Students will consider architecture, costum- 
ing, lighting, scenery, and other crafts and techniques 
as they are used in constructing theatrical image. 
Emphasis will be on the overall design of production; 
students will work in groups and individually on the 
designs for particular plays. Introductory opportunities 
for learning specific crafts will be provided The course 
is open to students who have had some general exper- 
ience in theatre production. It is recommended that 
specific work leading to proficiency in theatre crafts be 
undertaken as an extension of this course. 


Please see ART 



BWT 3 Subcultures and Deviance 

Prof. Ted Dembroski 

This project will focus on people, life styles, occupa- 
tions, acts, and especially subcultures that in some way 
are considered abnormal It is not a project in psycho- 
pathology, but deals instead with the problem of being 
different in a culture that may formally or informally 
stigmatize those who are different The topic will be 
approached in three ways: examination of theories and 
hypotheses concerning subcultures and deviance; 
discussions of essays based on interviews and/or 
naturalistic observation; the analysis of scientific 
experimental studies in social psychology Two or three 
books and selected articles are required reading Data 
collection and analysis, a research report, a class pre- 
sentation, and involved discussion are also required. 
Evaluations will be based on the originality, rigor, and 
scholarly contribution of the student's participation 
and work Prerequisite is an introductory course in a 
behavioral science. 


BWT 4 Social Forecasting 

Prof. Tom Oberhofer 

This project will investigate issues involved in forecast- 
ing social and technological change. It will have a two- 
fold thrust: first, an exploration of methodological 
dimensions of forecasting and second, an exploration 
of anticipated technological and cultural changes. 
Students will read Daniel Bell's The Coming of Post 
Industrial Society and will familiarize themselves with 
the work of Hermon Kahn (The Year 2000, The Next 200 

BWT 5 The High Frontier: Space Colonization 

Prof, lack Salmon 

The long-range goal of U.S. and Soviet space programs 
is human exploitation of space, but always at some 
indefinite, far future date. Since 1974 colonization and 
exploitation of space has become a realistic medium- 
term (15-20 years) goal, and both government and 
private agencies are now developing plans for space- 
based mining, energy production, industry and "earth- 
like" homes for millions, even billions of people. 
Students will use NASA resources to study the original 
projects and subsequent studies done by the United 
States We will then design social, political and 
economic systems appropriate to this new, "high 
frontier." Evaluation will be based on a paper and parti- 
cipation in class. We hope to publish the results of this 

introductory course in the social or behavioral 

BWT 6 [two sections] 
Operation Enterprise 

Prof. Bart Tebbs 
Prof. Robin Schade 

Operation Enterprise is an experience in leadership, 
professional management and organizational dynam- 
ics conducted under the auspices of the American 
Management Associations. Through direct involve- 
ment with leading practitioners from diverse fields of 
management, students will learn concepts, skills and 
techniques applicable to management in such areas as 
government, education, labor, politics and the 
business enterprise. A wide variety of methodologies 
will be utilized, including lectures, discussions, simu- 
lations, role playing, small group work and manage- 
ment games. 

BWT 7 The Social Psychology of Romantic Love 

Prof, lack Williams 

This project will examine a variety of social and 
psychological theories which purport to account for 
the phenomenon we call romantic love. The first week, 
we will examine the importance of the "romantic love 
complex" to western industrial societies. The second 
week will be devoted to social psychological theories 
and research. The third week will be devoted to 
integrating social and psychological perspectives and 
to reviewing the professor's own research in the area. 
The last week will be devoted to student research pro- 
jects. Readings will include either three or four paper- 
backs by psychologists and psychoanalysts, plus 
approximately six articles from research journals. 
Evaluation will be based equally upon participation, 
one exam, and a paper/project. Prerequisite: an 

BWT 8 Human Ecology 

Prof. William Winston 

We are the first generation of Americans to face the 
reality that we have squandered, often inadvertently, 
much of our precious heritage of clean air and water, 
unspoiled land, and abundant resources. Over the last 
decade, we have become seriously concerned about 
the health and aesthetic problems caused by water 
'fouled with industrial and municipal sewage; and air 
choked with smokestack and tailpipe emissions. At the 
same time, we are coming to a realization that the vital 
resources with which we build and fuel our industrial 
society exist in a finite supply. This project will deal 
with {he social implications of this situation. Texts: 
Population, Resources, and Environment by Ehrlich & 
Ehrlich and This Hungry Planet by Ceorg Borgstrom. 
Dr. Fred Cottrell, author of Energy and Society, will be 
a speaker. Evaluation is based on discussion and a 


CWT 1 The Theater of Eugene lonesco [in French or in 
English] Prof. Henry Cenz 

Although the characters in lonesco's plays are very 
social beings, their language, made up of cliches, 
slogans and platitudes, has erected impossible barriers 
between them Through incredible coincidences, 
constant surprises, attacks on logic and reason, 
lonesco shakes up our standard notion of reality and 
forces us to re-evaluate what we had accepted without 
thinking, and, by implication, urges us to communi- 
cate on an extra-social level through the shared 
universal feelings of anguish, sadness, fear of death, 
humor, and occasionally happiness Students will read 
the following plays in French or in translation 
depending on how much French they have had: La 
Cantatrice chauve; La Lecon; Rhinoceros; Les Chaises; 
Victimes du devoir; Jacques ou la soumission; Amedee 
ou Comment s'en debarrasser; L'Avenir est dans les 
oeufs; Le Roi se meurt; Tueur sans gages; Le nouveau 
Locataire. After a period of reading and class 
discussion, students will meet with the instructor on an 
individual basis to plan and develop a critical paper. 

CWT 2 Celebrating Life's Stages: Life Cycle Rituals in 

Various Cultures Prof. Gilbert lohnston 

Important transitions in life, such as birth, puberty, 
marriage, separation, illness, bereavement, and death 
occur universally. The way persons respond to these 
events varies widely according to the culture. This pro- 
ject will make use of religious and ethnographic 
sources to explore the variety of rituals and practices 
that mark life's turning points. Students will be expec- 
ted to observe a number of actual life situations in the 
community and keep a journal recording impressions 
and comparative insights. Pertinent readings will be 
assigned in library reserve books and articles. Evalua- 
tion will be based on participation in group sessions, a 
journal, and a summary paper. 

CWT 3A Listening to Spanish for Pleasure 

Prof. Pedro Trakas 

Students will listen to tapes graded according to their 
level for a minimum of two hours daily in the language 
lab. Comprehension of the tapes will be demonstrated 
by writing resumes in English to be turned in daily. Each 
student will have a weekly session with the project 
director, when the student may give an oral rather than 
a written resume of one of the longer tapes. This 
resume may be in Spanish. Tapes cover a broad range 
of interests, with a great variety of native voices and 
differences of pronunciation, and include poems, 
essays, plays, passages from novels, fables, anecdotes, 
narrations (history, geography, culture), dialogues, 
jokes, songs. The number of tapes listened to and the 
degree of comprehension achieved as reflected in the 
resumes will be the basis of evaluation, as well as a final 
exam which will involve hearing a tape for the first time 
and writing a resume of it in English. Prerequisites: ele- 
mentary level, one year or equivalent of college 
Spanish; intermediate, two years or equivalent; ad- 
vanced, three or more years or equivalent. 


AWT 1 International Folk Dancing 

Prof. Richard Bredenberg 

This project will require a considerable time and energy 
commitment, involve extensive group participation, 
and should be a most enjoyable experience. Partici- 
pants will learn to dance, to perform, and teach folk 
dances from around the world. The class will attend 
International and Ethnic Folk Dances in the area. Each 
student will make a folk dance tape or record collection 
for personal use, and assemble or make a folk dance 
costume. The project should be especially appealing to 
future teachers and recreation leaders but also to those 
who wish to enjoy dancing and the experience of this 
aspect of foreign culture. Evaluation will be based 
upon improvement in dancing and teaching skills, par- 
ticipation, leadership, and two projects. The text will 
be Harris, Jane A., Ann Pitman, MarlysS. Waller Dance 
AWhile. Minneapolis: Burgess Publishing Co. 1968. 

AWT 2A Theatre Production 

Prof, lames Carlson 

Students will engage in various aspects of theatre pro- 
duction. Specific assignments will grow out of the pro- 
ductions undertaken and it is expected that three or 
more short works will be prepared. In addition to 
rehearsals and production assignments, students will 
be expected to attend regular critique sessions and to 
participate in technical exercises as scheduled. 
Because of the group nature of the projects involved, 
students will be expected to be on campus and on call 
throughout the period of the winter term. Permission 

AWT 3 Experimental Painting 

Prof, lames Crane 

This workshop will provide an opportunity to explore 
collage, assemblage and post-Pollock painting. The 
group will meet regularly for the first and part of the 
second week and for scheduled critiques in the third 
and final week. Students will be expected to provide 

theirown supplies. Evaluation will be based on produc- 
tivity and the quality of work produced This project is 
not geared either to beginners or to very experienced 

AWT 4 Clay Workshop: Primitive Firing Methods 

Prof, lohn Eckert 

This project, open to beginning and advanced stu- 
dents, centers around methods of firing ceramic work 
without a kiln Techniques of pit, fireplace, dung, and 
sawdust firing, along with techniques of surface deco- 
ration, will be the major thrust of the project. 
Beginning students will be instructed in hand building 
techniques, but are encouraged to get as much experi- 
ence as possible before the project begins since deco- 
ration and firing are the major emphasis of the project. 
The text will be Hal Reiggen's Primitive Pottery. Evalua- 
tion will be based on group cooperation and the indi- 
vidual's learning process as based on the quantity and 
quality of finished projects. Each student will be re- 
sponsible for showing all of his work at an interview at 
the end of the project. Prerequisite: Visual Problem 
Solvingor Drawing. Limited to 20 students. 

AWT 5 Body Work: An Aspect of Growth 

Prof, loan Frosch 

This project will reach into the wide variety of body dis- 
ciplines to encourage personal growth and awareness 
of the body. The emphasis of this project is a 
developing sensitivity to our own bodies guided by 
explorations in yoga, T'ai Chi, breath and fantasy work. 
We shall keep a journal of our development and reac- 
tions to readings chosen for their awareness-raising, 
and inspirational value. Texts will include Pleasure, by 
Alexander Lowen; Be Here Now, by Ram Dass; The 
Voice, by Gabriel Okara. Evaluation will be based on 
quality and regularity of participation in group activi- 
ties, on personal exploration, and the depth and clarity 
of records of growth and readings. 

AWT 7A Contemporary Literature in Florida 

Prof. Richard Mathews 

The unique climate, geography, history, and atmos- 
phere of Florida has attracted a wide cross-section of 
major contemporary authors. This project will read 
widely works written in and about the state, visit impor- 
tant literary sites and landmarks (including Marjorie 
Kinnan Rawlings' home at Cross Creek) and hear guest 
readings and discussions by writers currently living in 
Florida. Texts will include works by Marjorie Kinnan 
Rawlings, Ernest Hemingway, Erskine Caldwell, 
Tennessee Williams, James Leo Herlihy, Thomas 
McCuane, Piers Anthony, Harry Crews, etc. Evaluation 
will be based upon one research paper and a final 
exam. Prerequisite is at least one course in literature. 

AWT 9 Project in Elementary Education Methods 

Prof. Frank Schorn 

This project is a continuation of Elementary Education 
Methods 1, and is designed to offer the student the 


jCCkCRD > PLLt'V.; 

opportunity to delve more deeply into methodological 
theory, to observe application of that theory in actual 
practice, and to incorporate theory and practice into a 
personal concept of teaching behavior. Observation 
and participation in the elementary school is supple- 
mented by seminars and individual conferences. Evalu- 
ation is based on a comprehensive observation journal 
as well as development of creative manipulatives 
which enhance instructional methodology. 

AWT 10 The Machine in Modern & Contemporary Art 

Prof. Arthur Skinner 

This project will explore the various ways in which the 
machine has appeared in modern and contemporary 
art: the machine as subject, object, influence, and 
medium, and the implication it may have for the 
present and future of art and society. We shall study the 
words and/or works of Marcel Duchamps, Lewis 
Mumford, Cunter Metken, Jean Tinguely and various 
paraphysicists and anti-artists. We will also survey 
present and recent manifestations of the mechanical 
image. Two papers of medium length will be required, 
with possible option of an individual or collective 
creative effort in machine building to substitute for one 
paper. It counts as one art history credit. Evaluation 
will be based on two papers or one paper and one pro- 
ject, participation, and a final examination. 

AWT 11 Renaissance and Baroque Consort Music 

Prof. William Waters 

A study will be made of the recorder (early flute) and 
thecrumhorn (early reed instrument). Each studentwill 
learn to play one of these instruments and will be 
assigned to a consort of players of his own reading- 
ability level. A study of the melody, rhythms, and 
forms of the music composed for these instruments will 
be made. Because the school has a limited number of 
instruments available for use, one conference with the 
instructor must be arranged before Christmas vacation 
in order to determine the number of instruments and 
music needed. Evaluation will be based on satisfactory 
performances of assigned literature and a research 

AWT 12 Humanistic Psychology: Growth Through 

Sports Prof. Tom West 

The humanistic approach to physical education, 
health, sports and recreation will be presented through 
the theory and practice of humanistic psychology. This 
involves an integration of mind, emotion, body and 
spirit in athletic activity minimizing competition with 
others. Running, flexibility systems, meditation, 
visualization, guided imagery, centering and new 
games will be experienced. Croup and individual in- 
volvement will take place throughout the project. The 
required texts will be The Ultimate Athlete by George 
Leonard, Zen and the Art of Motorcycle Maintenance 
by Robert Pirsig, Golf in the Kingdom by Mike Murphy, 
The Zen of Running by Robe, and Inner Game of Tennis 
by Callwey. Evaluation will be based on a journal pre- 
pared according to the Ira Progoff journal, group par- 
ticipation, an individual project, and a group presenta- 
tion of a New Games Tournament. 


(Open to upperclass students as well as Freshmen) 

FWT 1 Fitness: Issues, Trends, Problems 

Prof. James Harley 

A study of the fitness problem in the United States. 
Special emphasis on the actual conditioning phase of 
trends including drug abuse, alcohol and smoking, as 
well as other critical problems. Students will partici- 
pate in a vigorous exercise program for the entire 
month In addition, several lectures and class discus- 
sions will be held. Students must perform individual 
research in one specific area such as the effects of alco- 
hol on general fitness. Required reading: Interval 
Training— Conditioning for Sports and General Fitness 
(Fox & Mathews), Physical Fitness (Vitale), Psychology 
of Exercise (More, House & Miller), selected periodi- 
cals. Prerequisite: medical clearance (check-up). 


LWT 1 Contemporary Canada Through Its Literature 

Prof. Rejane Cenz 

In this project, we will read several novels by contem- 
porary Canadian writers: Hugh McLennon, Mordecai 
Richler, Sheila Watson, Leonard Cohen, Gabrielle Roy, 
Roger Lemelin, Marie-Claire Blais, Roch Carrier. Our 
main purpose will be the study of the Canadian tem- 
perament, of the diverse moods of Canadian society 
with the interplay of its two cultures, of the effect of the 
climate and northern location as well as the proximity 
to the powerful United States on its inhabitants. While 
all the novels by Quebec writers will be available in 
translation, students with a sufficient knowledge of 
French could choose to read them in the original text. 
Evaluation will be based on a paper. 

LWT 2 Journalism 

Donald Baldwin 
Modern Media Institute 

This project is designed to give students with little or no 
newspaper training or experience an intensive intro- 
duction to news gathering and writing, plus "on-the- 
scene" experience working with news reporters and 
editors from The St. Petersburg Times. Time is divided 
during the first three weeks into classroom exercises 
and outside assignments. The final week is spent 
researching and writing a major salable feature story. 
Text for the winter term will be Reporting by Mitchell 
V. Charnley (3rd ed.). Evaluation will be based on par- 
ticipation and on the written work turned in, with 40 
percent of the grade based on the major feature. Limit: 

LWT 3 The Development of Modern Painting as Seen 
in Picasso Prof. Burr Brundage 

The project will be centered around a select number of 
Picasso's paintings (such as the Demoiselles, the Three 
Musicians, the Guernica, etc.) illustrating significant 
steps in the growth of Modern Painting. The intent of 
the project is to assess the work of Picasso in its rela- 
tionship to the evolution of the various schools con- 

temporary with him. There will be introductory lec- 
tures to get the project started after which the student 
will work on two papers, the first (approximately 15 
pages) defining the various stages in Picassos art and 
defining the artistic vision behind each of the stages. 
The second and shorter paper (approximately five 
pages) will deal exclusively with one of Picasso's paint- 
ings selected by the student. Texts will be announced. 

LWT 4 The South in American History 

Prof. William McKee 

What is "the South"? Is there a "Southern identity"? In 
this project students will examine some aspect of 
Southern history since the Civil War in an attempt to 
define the place of the South in American history. Spe- 
cific research topics might include the heritage of 
Reconstruction, the Progressive Movement in the 
South, Black history, the history of race relations, 
economic and social change, religion in the South, and 
the sectional theme in Southern literature. Students 
will write a research paper relating their topic to the 
general problem of defining Southern identity. Each 
student should read Woodward, The Burden of 
Southern History, and Grantham, The South and the 
Sectional Image, at the beginning of the term. 

LWT 5A The Art of Biography Prof, lames Matthews 

This project will examine the special demands of bio- 
graphical writing, particularly the pressing contention 
between art and actuality. In addition to Maurois' 
Aspectsof Biography, students will be required to read 
and review four biographies, one of which is to be 
compared with an available autobiography and 
another with a collection of letters During the final 
week of the term each student will present a seminar 
paper which gives evidence of biographical research 
and presents the outlines for an original biography. 

LWT 6 The Politics of Alternative Technology 

Prof. Peter Pav 

This project will analyze the political role of technol- 
ogy, rather than specific technological developments. 
Wewill first look at the mutual reinforcement between 
ideology and technology that has already occurred, 
and then turn to future considerations. Our text will be 
David Dickson's The Politics of Alternative Technol- 
ogy. Each student will consult other sources to help 
present a seminar on one of four topics: The Case 
Against Contemporary Technology, The Ideology of 
Industrialization, The Politics of Technical Change, 
and Utopian Technology. Primary emphasis will be 
given to questions of values, power, and control. 
Evaluation will be based on class participation and a 

LWT 7 A Growing Government: Boon or Bane? 

Prof. Felix Rackow 

The objective of this project is the development of an 
understanding of some aspect of the national govern- 
ment and politics in the United States. With the 
approval of the instructor, students may pick any topic 
of interest to them within the general areas of the 
Constitution, political parties, pressure groups, 

Congress, the presidency, the judiciary, or civil liber- 
ties. The production of a scholarly paper will be the 
goal of the students research and the basis of evalua- 
tion. The focus of the students research will be the 
effect of growth in government or the governmental 
process selected by the student 


NWT 1 Electronics: Servant of Man 

Prof. Wilbur Block 

This project will be the investigation of the uses which 
science, medicine, engineering, and the entertainment 
fields make of electronic technology Basic electronic 
circuit functions will be studied through the construc- 
tion and testing of circuit elements using conventional 
instrumentation such as oscilloscopes, multimeters, 
and signal generators. Each student will then select, 
with the approval of the professor, an electronics prob- 
lem of interest to him and solve it using the materials 
and knowledge from the first phase of the project Each 
student will keep a journal. Progress on the solutions of 
the individual problems will be reported to the group 
Paperback texts will be used. Evaluation will be based 
on participation, quality and completeness of the 
journal, and the progress report 

NWT 2 Birdwatching in Florida 

Profs. loanD'Agostino, Shirley Smith 

This project is designed to introduce the novice to the 
exciting world of birdwatching. Emphasis will be 
placed on learning to identify the winter birds of 
Florida and observing the habits and habitats of these 
birds in the field. Day trips are planned to Highlands 
Hammock and Myakka River State Parks and Ft. 
DeSoto Park. Overnight camping trips will be sched- 
uled for the Everglades National Park and the Withla- 
coochee River. While the emphasis in the project will 
be for the beginner, experienced birders are welcome 
Materials needed are binoculars or field glasses. Text: 
Robbins etal., Birds of North America: A Guide to Field 
Identification. Evaluation will be based on 
participation in class discussions and field trips plus the 
submission of a journal of observations, experiences 
and readings. 

NWT 3 The Study of Fossil Plants 

Prof. Sheila Hanes 

This project is designed to acquaint students with some 
of the inner workings of research, such as, collecting 
and preparing materials as well as the frustrating and 
often rewarding experience of discovery in the labora- 
tory. There will be opportunities during the project to 
collect fossil material in the central Florida area and 
possibly from other parts of the southeastern United 
States. In addition to the mega- and micro-fossils, the 
sediments that contain them will be examined. This 
information about plants and sediments can then be 
compared with present day environments and plant 
assemblages in order to detect the changes that have 



occurred throughout geologic history. The text will be 
Evolution and Plants of the Past, HP Banks, 1970. At 
the end of the term, a report on the fossil material 
studied will be required of all participants seeking 

NWT 4 Psychology and Medicine 

Prof, lames MacDougall 

The purpose of this project is to acquaint students with 
the many ways in which psychological factors contri- 
bute to or are essential features of physical disease 
states and associated therapeutic techniques. Students 
will become familiar with the basic literature in 
psychosomatic medicine and will then undertake a 
library research project into some topic of personal 
interest such as Type A Coronary Prone behavior, 
hypertension, or psychosurgery. Text to be announced. 
Evaluation will be based on the quality of the research 
paper and class participation. The only prerequisite is 
an introductory course in psychology. 

NWT 5 Change, Chance and Growth 

Prof. Billy Maddox 

Change, chance and growth will be studied utilizing 
flowcharting and computer programming. The project 
is open-ended and is suitable for students at any level 
of knowledge about computers. Beginners will learn to 
program in the language BASIC, and the more 
advanced students will learn to program in the lan- 
guage FORTRAN Each student will work many small 
problems in learning to flowchart and write programs. 
A major problem or project related to the theme of 
growth will be completed by each student. The study of 
stochastic processes and Markov chains will be utilized 
in developing the theme of growth and for the assist- 
ance of students with their major projects. Work will be 
done on the college's time-sharing computer facility. 
Evaluation will be based on the number and quality of 
programs submitted, the quality of a major project 
relating to growth developed using student initiative 
and imagination, and on performance on a final exam- 
ination on flowcharting and programming in the BASIC 

NWT 6 Limits to Growth 

Prof. Robert Meacham 

Two Club of Rome reports address a gigantic problem: 
What are the limits to growth on the planet Earth? A 
computerized model of the world and its basic 
resources, including people, shows the influence of 
physical, economic, political or social forces upon the 
quality of life. Each student will produce a report deal- 
ing with an aspect of the Club of Rome reports. Those 
with computing experience may produce a simplified 
computer program to study the effects of varying 
assumptions or parameters. Students who do not have 
computing experience can also fit into the project, 
provided they have other expertise. Texts: The Limits to 
Growth, Meadows, Meadows, Randers, and Behrens 
(Universe Books, New York, 1972); Mankind At The 
Turning Point, Mesarovic and Pestel (E. P. Dutton and 
Co., New York, 1974). Evaluation will be based upon 
the contributions made by each student to the group 
study and upon the quality of the final report produced 
by the student. Prerequisites: each student must satisfy 

at least two of the following four criteria: write BASIC 
or FORTRAN programs; Calculus II; two economics 
courses; permission of instructor. 

NWT 7A Coordination Chemistry 

Prof. Richard Neithamer 

When transition metal ions are bonded to inorganic or 
organic ions or molecules, the resulting compounds or 
species in solution are known as coordination com- 
pounds or complex ions, respectively. In this project 
we will deal with the chemistry of these coordinated 
species, including exposure to such concepts as sym- 
metry, liquid field theory, and molecular orbital 
theory. Students will learn how to apply such analytical 
and physical tools as ultraviolet, visable, and infrared 
spectra; chemical kinetics; equilibrium; and thermo- 
dynamics to provide meaningful information concern- 
ing structure and properties of a variety of species. Text 
to be announced. Students will be expected to keep a 
well documented laboratory notebook and to prepare a 
technical report detailing the results of the laboratory 
work. Prerequisites: at least one year of high school 
chemistry; one semester of college chemistry is highly 

NWT 8 Ecology of Wetlands of the Gulf Coast of 

Florida Prof. George Reid 

This project is designed to acquaint students with basic 
principles of population and community ecology. 
Extensive use will be made of literature on coastal 
ecological communities, and on field work which will 
give personal study experience in rush marshes, grass 
marshes, mangrove swamps and some freshwater com- 
munities. Text material will consist mostly of scientific 
reports. Evaluation will be based on a student journal 
and final report. Prerequisites: Botany, Invertebrate 
Biology (Organismic I) or permission of instructor. 

NWT 9 Research in Oxonium Salt Chemistry 


In this project the student will be engaged in an 
ongoing study concerning the organic chemistry of tri- 
valentoxygen species (oxonium salts). The student will 
conduct research involving the use of oxonium salts for 
the synthesis of various classes of organic compounds. 
Evaluation will be based on the quality of a research 
notebook which the student will be required to hand in 
at the end of the term. Prerequisites: Organic 
Chemistry I. 



AWT 2 Theatre In London 

Prof, lames Carlson 

London offers an unusually rich and varied opportunity 
to study theatre. No other English speaking center pro- 
vides practical access to as large a number of theatres 
or as wide a variety of performances. Students will 
attend twelve selected performances as a group and 
will be encouraged to attend many others on their own. 
Productions representative of the established national 
companies, the standard commercial theatres, and 
experiments on the fringe will be examined and stu- 

dents will be asked to make contact with all aspects of 
the theatre scene. Regular meetings for discussion will 
be held, contacts with London professionals and critics 
will enrich the study Each student will be expected to 
keep a journal which will record experiences and 
developing critical responses There are no prerequi- 
sites, but it would be helpful if students gain some 
background concerning English theatre in advance by 
reading such journals as Theatre Quarterly, Plays and 
Players and books and essays by such observers of the 
English scene as Peter Brook The Empty Space, Martin 
Esslin The Theatre of the Absurd, John Russell Taylor 
Anger and After and Charles Marowitz The Method as 

AWT 7 London: Poetry in Pubs and Other Places 

Prof. Richard Mathews 

Englands historic pubs and coffeehouses have served as 
a setting for many important poems in the past, and 
they are still the scene of lively poetry readings and 
happenings. Students will visit important historic 
literary pubs and read and discuss the works and writers 
associated with them. We will also attend current read- 
ings in pubs and other places by important contempo- 
rary poets. Students will participate in special work- 
shops and discussions with contemporary authors and 
may elect to use the project either to improve their own 
creative writing or to research poetry in England. The 
text will be Children of Albion: Poetry of the 'Under- 
ground' in Britain by Michael Horovitz, ed. Additional 
text will be announced. Evaluation will be based either 
on the student's own creative writings or a research 

CWT 3 Mexico: Language and/or Culture 

Prof. Pedro Trakas 

Place: Cuernavaca, Mexico. First-hand experience of 
the language and/or culture of Mexico "on the spot." 
For language students, two levels: Beginning and 
Advanced Other students, wanting only the cultural 
experience, will attend lectures and take field trips. All 
students will record daily their experiences in a journal 
Advanced Spanish students will write in Spanish. There 
will be a final exam. Student evaluation will be based 
on active participation, the journal, and the final exam. 
Texts: Paz's The Labyrinth of Solitude (Culture), 
Wolfe's Spanish Study Aids (Beginning Spanish), 
DeSilva's A Concept Approach to Spanish, Third 
Edition, (Advanced Spanish) Prerequisite for 
Advanced Spanish only: CSP 201/2 (or instructor's 

LWT 5 Pre-historic and Celtic Ireland 

Prof, lames Matthews 

This project is primarily a venture in imaginative 
archaeology. The objectives are to encounter the 
impressive remains of Ireland's ancient Celtic past 
(megalithic sites, monastic ruins, artifacts, and 
documents) and then to compare this rich past with 
Ireland's fragmented present. The group will spend 
about ten days in Dublin doing the necessary ground- 
work: lectures, readings, museum and gallery visits, 
and interviews. Then, a two-week tour to County Sligo, 
County Clare, and County Kerry will allow closer 
inspection of rural Ireland The remaining time will be 

spent in Dublin, drawing together group and individual 
projects. In addition to participation in group proiects, 
each student will be asked to submit a journal which 
ties together the readings, lectures, and explorations: 
Readings for this project include Chadwick, The Celts; 
Kinsella, trans , The Tain; Yeats, The Celtic Twilight; 
Dillon, The Irish Sagas; and O'Rirodan, Antiquities of 
the Irish Countryside. 

LWT 8 The Swedish Connection 

Prof. Alan Carlsten 

This project will investigate the many facets of Swedish 
life and culture Approximately one week will be spent 
in each of the three major urban university areas of 
Sweden. Lectures, tours, and museum visits will be 
features of the project The last few days will be spent 
in London where students will be able to examine the 
extent of Scandinavian influence on British history. In 
addition to the Swedish experience, students will visit 
Denmark and Norway for a brief period For those who 
are interested, Prof Carlsten will offer an intensive 
course in the Swedish language Evaluation will be 
based upon a journal and a brief paper 

LWT 9 London/Stratford: Theatre and Shakespeare 

Prof, lulienne Empric 

We will attempt to sample and explore the contrasts 
between the smorgasbord of London Theatre and cos- 
mopolitan life, and the focused repertory energies of 
the Royal Shakespeare Company producing Shake- 
speare's plays in the quiet, homey countryside of 
Stratford-on-Avon. Besides theatre-going and post- 
theatre seminars, a generous portion of the project will 
be devoted toward developing greater understanding 
of Shakespeare. We will not only read and study a 
biography, several poems and plays, and selected con- 
temporary material, but will also visit his former haunts 
and buildings of Elizabethan England. Moreover, we'll 
try to imbibe the quality of life available to 
Shakespeare in his two "homesteads"-London and 
Stratford. Texts: Anthony Burgess' Nothing Like the 
Sun; five or six plays, titles to be announced; the Signet 
edition of The Sonnets. Evaluation will be based on 
seminar discussion and two short papers. 

NWT 7 The Fabulous Science Museums of London 

Prof. Richard Neithamer 

Thecultureof London includes many fabulous science 
museums, among these the Natural History Museum, 
the Geological Museum, the Science Museum, Kew 
Gardens, and the Greenwich Observatory. Introduc- 
tory special lectures and behind the scenes tours will be 
presented at each of the museums. Students will then 
have the opportunity to participate in many of the lec- 
tures and the films that are presented throughout the 
month of January Students will be expected to partici- 
pate in an agreed upon number of these presentations, 
keep an appropriate journal and present a final paper 
on some aspect of one of the museums The literature 
of the museums will be made available to the students 
and will comprise the basic reading material. 
Evaluation will be based on effective participation, the 
journal, and the final paper Jfc^^tj 




At any good college, learning is not restricted to 
the classroom. It is likely that as much learning 
takes place through student life as in the class- 
room or laboratory. 

Eckerd has attempted to provide unique learning 
experiences through its residence life, student 
government, and social interaction. The Student 
Affairs staff seeks to provide varied options if 
you wish to participate in and take leadership 
roles in campus life. Naturally, you are free to 
develop your own programs and opportunities 
for growth and enjoyment. Never are you co- 
erced into the traditional arenas of having to 
"belong," but you will be encouraged to engage 
in any meaningful activities supportive of your 
learning experience. 

The City 

St. Petersburg is a vibrant city in its own right, 
and St. Petersburg, Tampa, and Clearwater to- 
gether form a metropolitan area of over one mil- 
lion people with all the services and cultural 
facilities of any area this size. 

St. Petersburg and nearby cities offer art 
museums, symphony orchestras, and profes- 
sional theatre, in addition to road show engage- 
ments of Broadway plays, rock bands, circuses, 
ice shows, and other attractions for a full range 
of entertainment. 

The St. Louis Cardinals and the New York Mets 
baseball teams maintain headquarters in St. 
Petersburg for spring training, and there are 
major golf and tennis tournaments in the area. 
Professional football fans can follow the Tampa 
Bay Buccaneers 

Southern Ocean RacingConference sailing races 
are held every year, as well as many regattas for 
sail and power boats. Fine public beaches on the 
Gulf of Mexico are within bicycling distance of 
the Eckerd College campus, as are public golf 

The Campus 

Situated in a suburban area at the southwest tip 
of the peninsula on which St Petersburg stands, 
Eckerd's campus is large and uncrowded - 281 
acres with over 1 VS miles of waterfront on Boca 
Ciega Bay and Frenchman's Creek. There are 
three small lakes on the campus, and the chapel 
is on an island in one of them. The 64 air-condi- 
tioned buildings are new (the oldest are only 15 
years old), and were planned to provide a com- 
fortable and efficient environment for learning 
in the Florida climate Professors and students 
frequently forsake their classrooms and gather 
outdoors in the sunshine or under a pine tree's 

shade. Outdoor activities are possible all year; 
cooler days during the winter are not severe. 

Residence Houses 

Eckerd College has seven residential complexes, 
each consisting of four houses that accommo- 
date 34-36 students. Most of the student resi- 
dences overlook the water. Each house has a 
student Resident Advisor who is available for 
basic academic or personal counseling and is 
generally responsible for the house operation. 
Residence houses are self-governed through 
House Councils. 

A number of houses are all-male or all-female, 
while others have men on one floor and women 
on the other. Freshmen students may be 
assigned to this arrangement as space is avail- 
able when parental acknowledgment is received. 

Student Government 

Activities, projects, and programs developed 
and financed in the student sector are managed 
by the Student Association, whose membership 
consists of all full-time students at Eckerd. Each 
year, the Student Association is responsible for 
the allocation of student fees for various 

Athletics for Men and Women 

Eckerd College is a member of the National Col- 
legiate Athletic Association, and plays a full 
intercollegiate schedule in men's soccer, tennis, 
baseball, and basketball; women's intercolle- 
giate sports are growing rapidly in basketball, 
softball, volleyball, and tennis. Intramural 
sports are organized as competition among 
houses. The day students, non-residents, also 
have a team. All students are eligible to partici- 
pate in the wide range of intramural activities, 
which include football, softball, soccer, volley- 
ball, basketball, tennis, billiards, bridge, table 
tennis, swimming, bowling and chess. In addi- 
tion, sports clubs may be organized around fenc- 
ing, swimming, sailing, canoeing, and aikido. 
The McArthur Physical Education Center houses 
locker rooms, Physical Education faculty offices, 
two basketball courts, a ballet station, a gym- 
nastic area, a wrestling station, four badminton 
courts, and three volleyball courts. The campus 
also has tennis courts, an archery range, a swim- 
ming pool, and acres of open space where you 
can practice your golf swing. 

Waterfront Program 

Eckerd's waterfront program, one of the largest 
collegiate watersports programs in the South- 
eastern U.S., is one of the most exciting recrea- 
tional opportunities on our campus. The facili- 
ties, located on Frenchman's Creek, include 

boathouse, support buildings, three docks, 
ramp, hoist, fishing equipment, camping equip- 
ment and our fleet of over 50 boats, including 
canoes, sailboats, power boats and rowing shell. 
If you own a boat, you can arrange to store or 
dock it here. 

The Eckerd Water Safety and Rescue Team is a 
volunteer student group that conducts search 
and rescue operations both for the Eckerd and St. 
Petersburg community. They are sponsored by 
the American National Red Cross. 

Teams, clubs and instruction are offered in all 
areas of water sports, including sailing, canoe- 
ing, rowing, scuba diving, water skiing, fishing 
and powerboating. 

Student Activities 

Eckerd believes that student life should be as full 
and rich as possible, both in the classroom and 
outside it. We provide a broad range of extra- 
curricular activities — and if you can't find 
something that suits your interests, we encour- 
age you to start a new group of your own. Your 
free time can be as interesting as you want to 
make it. 

Entertainment and Cultural Activities 

The Student Activities Board of the Student 
Association sponsors movies, coffee house pro- 
grams, dances, and concerts featuring local and 
nationally known artists, and is a co-sponsor of 
the annual Black Symposium and Black History 
Week. Films on topics pertaining to the aca- 
demic program are shown regularly. 

The music, art, and theatre disciplines sponsor a 
number of events throughout the year. There are 
student and faculty recitals, programs from the 
concert choir and chamber ensemble, exhibi- 
tions by student and faculty artists, dance per- 
formances, and a series of plays produced by the 
theatre workshops. 

Student Publications 

Publications are funded by the Student Asso- 
ciation and fully controlled by the students 
themselves. Student media include WECR, the 
campus radio station; Thimblerig, the student 
newspaper; a literary magazine featuring art 
work, prose, and poetry by members of the 
entire campus community; a record album 
produced and recorded by students. 

Organizations and Clubs 

At Eckerd, if there is enough student interest to 
form a club or honorary society, one is formed. 
Organizations which have been established 
include Dancing, Afro-American Society, For- 
eign Students Association, Literary Magazine, 
Triton Sailing Association, Tennis Club, Debate 

Club, Management Club, Women's Center, 
Canoe Club, Choir, Crew Club, Diving Club, 
Water Ski Club, and Fishing Club. 

Minority Students 

As evidence of its active commitment to recruit 
and encourage minority students, Eckerd sup- 
ports a number of programs in this field. Special 
weekend visits to the campus give minority stu- 
dents who are considering Eckerd College a 
chance to view the college, visit the faculty, live 
in the dorms, and talk with other students. 

Religious Life 

The Campus Minister seeks to nurture student 
religious concern, to stimulate voluntary activ- 
ity, and to foster understanding of the Christian 
faith and the religious traditions represented in 
the college community. Eckerd College was 
founded by the Presbyterians of Florida and 
maintains a strong covenant relationship with 
them. Its faculty, courses, chaplaincy, and vol- 
untary activities express this concern of the 

Regardless of your religious tradition, you are 
encouraged to search the sources of your own 
faith, enter into fruitful dialogue with students of 
other faiths, use the institutional resources in 
personnel, courses, library, and informal groups 
to apply religious insights to your own life, and 
join in developing a true community life at 
Eckerd. We believe that difficult moral issues 
can be better resolved by college men and 
women in a context of revitalized religious faith. 

Counseling Services 

There will be times during your college career 
when you will want advice and counsel. Natur- 
ally, for academic advice the first place to start is 
with your Mentor or with any of your professors 
— those persons who know you best. But you are 
equally welcome to seek the counsel of any ad- 
ministrator. All doors are always open at Eckerd. 

Personal assistance is readily available in the 
Counseling Center, should you feel you need 
extra stimulation toward personal growth or 
toward the further development of skills for 
coping with social or academic problems or for 
career development counseling. 

Health Services 

Eckerd's medical service is directed by a quali- 
fied physician who is at the Health Center two 
hours every Monday through Friday. A registered 
nurse is on duty 8 a.m. to midnight, Monday 
through Friday. Medicines may be purchased for 
minimal fees. Brief stays in the Health Center 


may be arranged for minor illness; otherwise, 
community hospitals are used. The college noti- 
fies parents when community hospitalization is 


Eckerd College admits students of any race, 
color, national or ethnic origin. 

Freshman Admission 

Admission to Eckerd College is based on past 
academic performance, aptitude as measured 
by examinations, and upon intellectual poten- 
tial, special talent, range of interest, emotional 
maturity and potential for personal develop- 

Your Application 

1. Request application forms in Junior year or 
early in your Senior year from the Director of 

2. Complete and return your application to the 
Director of Admissions, with an application fee 
of $15 (non-refundable) at least two months 
prior to the desired entrance date. Students who 
are financially unable to pay the $15 applica- 
tion fee will have the fee waived upon request. 

3. Request the guidance department of the 
secondary school from which you will be grad- 
uated to send an academic transcript and per- 
sonal recommendation to: Director of Admis- 
sions, Eckerd College, Box 12560, St. Peters- 
burg, Florida 33733. 

4. Arrange to take the Scholastic Aptitude Test 
offered by the College Entrance Examination 
Board or the ACT Test Battery, offered by the 
American College Testing Program. 

Early Admission 

Students may be admitted to Eckerd College 
before completion of the normal secondary 
school program. Applicants for early admission 
are required to have an interview and an out- 
standing academic record with commensurate 
SAT and/or ACT scores. 

Advanced Placement Program 

Courses are honored at Eckerd College on the 
basis of scores on the Advanced Placement 
Examination administered by the College 
Entrance Examination Board. Scores of four and 
five automatically certify the student in the 
course covered by the examination. Scores of 
three are recorded on the student's permanent 
transcript and are referred to the faculty of the 
appropriate discipline for recommendations 
concerning credit. 


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Credit By Examination 

Eckerd will grant credit through the College 
Level Examination Program (CLEP) as follows: 





American Government 
American History 
American Literature 

Educational Psychology 
English Composition 
General Psychology 
Introductory Accounting 
Introductory Calculus 
Introductory Economics 
Introductory Sociology 
Western Civilization 

Transfer Admission 

Applicants for transfer admission must submit 
an application for transfer admission, high 
school transcript, SAT or ACT scores, and a 
transcript of college record with a catalog from 
all colleges attended. 

In order to be considered for transfer to Eckerd 
College, an applicant must be in good standing 
at the institution last attended and eligible to 
return to that institution. 

Applicants must ordinarily submit official 
results of the Scholastic Aptitude Test or the 
ACT Test Battery to the Director of Admissions 
at Eckerd College. Transfer applicants who have 
previously taken these tests may submit these 
scores or arrange to retake the examination. 

All transfer students receiving the Associate in 
Arts degree from a regionally accredited 
two-year college will be admitted at the third- 
year level at Eckerd College. 

Veterans and other applicants who are older 
and wish to transfer old credits or whose earlier 
academic records are unavailable or unusual 
are requested to direct special inquiry to the 
Admissions Office. 

The transfer of credit from other accredited 
colleges and universities depends upon the com- 
parability of the courses taken to those offered at 
Eckerd College and the approval of the academic 
discipline concerned. In general, courses in the 
liberal arts are transferable. Grades below C are 
not acceptable for transfer. Students wishing to 
transfer for spring term should initiate applica- 
tion before December 1 . 


Tuition and fees at Eckerd College pay about 
65% of the educational costs; the balance is paid 
from endowment income and gifts from indivi- 
duals, corporations and the Presbyterian 

Thecharges listed are for the academic year con- 
sisting of two semesters and one short term 
(autumn term or winter term). The annual 
charges for 1977-78, not including cost of text- 
books and student deposits are: 

Tuition and fees 
Room and Board 








$4,835 $3,460 

A Student Association fee of $60 per year is col- 
lected in addition to the above charges. 

Withdrawal Refunds 

Student withdrawing within 25 days of the first 
class of any module for reasons approved by the 
college will receive tuition refunds for that mod- 
ule as follows: 

Within 7 days 75% 

Within 15 days 50% 

Within 25 days 25% 

After 25 days no refund 

Room charges for resident students are not 
refundable. Unused portion of meal ticket will 
be refunded on a pro-rata basis. 

Aid to Students 

Financial aid based on demonstrated need is 
available to students on the basis of general 
guidelines approved by the Admissions and 
Scholarship Committee. Academic perform- 
ance, personal development, and potential 
contribution to the college community are 
important considerations in awards of aid. 

Financial need is determined by an evaluation of 
the Parents' Confidential Statement by the Col- 
lege Scholarship Service of Princeton, New 
Jersey. A student's total financial aid "package" 
will ordinarily include scholarship or grant, work 
aid, and loan. 

The college's financial aid program emphasizes 
self-help. Most students receiving financial aid 
are participants in the work-scholarship pro- 
grams or one of the loan programs. Students are 
encouraged to seek outside sources of aid such 
as local, state and federal scholarships; for 
example, Florida State Assistance Grants and 
Basic Educational Opportunity Grants. The col- 
lege's financial aid office assists students and 
parents to complete the application forms and 

obtain the grants. If you need assistance, please 
contact the Financial Aid Office. Full financial 
aid information is available in the pamphlet Fi- 
nancial Guidance for Students 77-78. 

Thomas Presidential Scholarships 

Each year a small number of Freshman appli- 
cants selected for outstanding achievement as 
indicated by academic accomplishments, crea- 
tive talent, and character, may be awarded 
Thomas Presidential Scholarships. These merit 
scholarships provide $2,500 per year ($10,000 
total for four full years) and are not based on fi- 
nancial need. Scholarships are renewable pro- 
vided the recipients' academic progress and per- 
sonal development are satisfactory. 


Foundations Collegium Faculty 

Julienne H. Empric 

Foundations Collegium Chairman 

Letters Collegium 
Alan W. Carlsten 

Letters Collegium 
Sarah K. Dean 

Vice President for Student 
Dudley E. DeGroot 

Comparative Cultures Collegium 
John C. Ferguson 

Natural Sciences Collegium 
Frank M. Figueroa 

Comparative Cultures Collegium 
Irving G. Foster 

Natural Sciences Collegium 
RejaneP. Genz 

Letters Collegium 
Sheila D. Hanes 

Natural Sciences Collegium 
James R. Harley 

Director of Athletics 
Keith W. Irwin 

Letters Collegium 
E. Ashby Johnson 

Comparative Cultures Collegium 
Kenneth E. Keeton 

Comparative Cultures Collegium 
LeRoy J. Lebbin 

Head Librarian 
George W. Lofquist 

Natural Sciences Collegium 
J. Peter Meinke 

Creative Arts Collegium 
Anne A. Murphy 

Behavioral Science Collegium 
William H. Parsons 

Comparative Cultures Collegium 
Molly K. Ransbury 

Creative Arts Collegium 
William C.Wilbur 

Letters Collegium 

Faculty of the Collegium of 
Behavioral Science 

Tom Oberhofer 

Chairman, Behavioral Science 

Assistant Professor of Economics 
B.S., Fordham University 
M.A., Ph.D., Rutgers University 
Joan A. Barnett 
Assistant Professor of Anthropology 
B.A., University of Pennsylvania 
M.A., Stanford University 

J. Marvin Bentley 

Associate Professor of Economics 

B.A., Davidson College 

Ph.D., Tulane University 
JonckerR. Ibn Biandudi 

Assistant Professor of Political 
Science and Afro-American Studies 

B.A., Sioux Falls College 

M.A., Howard University 
Theodore M. Dembroski 

Associate Professor of Psychology 

B.S., Ph.D., University of Houston 
Timothy R. Gamelin 

Associate Professor of International 

B.A., Gustavus Adolphus College 

M.A., Ph.D., Duke University 
Anne A. Murphy 

Associate Professor of American 
Political Behavior 

B A., College of Wooster 

B.D., Yale Divinity School 

Ph.D., University of North Carolina 
Jack D. Salmon 

Visiting Assistant Professor of 
Political Science 

M.A., Yale University 

B.A., Ph.D., University of Kansas 
Robert B. Tebbs 

Associate Professor of Management 

B.A., University of Colorado 

M.A., Ph.D., University of Wyoming 
Jack B.Williams 

Associate Professor of Sociology 

B.A., University of South Florida 

M.A., Ph.D., Vanderbilt 
William E. Winston 

Assistant Professor of Sociology 

B.A., Central Washington State 

M.A., Washington State University 

Faculty of the Collegium of 
Comparative Cultures 

Gilbert L. Johnston 

Chairman, Collegium of 

Comparative Cultures 
Associate Professor of Religion 
B.A., Cornell University 
M.Div., Princeton Theological 

Ph.D., Harvard University 
Dudley E. DeGroot 
Professor of Anthropology 
B.A., University of West Virginia 
M.A., University of New Mexico 
Ph.D., Ohio State University 
Frank M. Figueroa 

Professor of Spanish and Hispanic 

Area Studies 
B.S., Seton Hall University 
M.A., Ed.D., Columbia University 

Teachers College 

Henry E. Genz 

Professor of French Language and 

A.B., Emory University 
M.A., University of Wisconsin 
Ph.D., Western Reserve University 
E. Ashby Johnson 
Professor of Philosophy and 

A.B., Presbyterian College, South 

B.D.,Th.M.,Th.D, Union 

Theological Seminary, Virginia 
Kenneth E. Keeton 
Professor of German Language and 

A.B., Georgetown College 
M.A., University of Kentucky 
Ph.D., University of North Carolina 
Mary C. Paidosh 
Assistant Professor of German 

Area Studies 
B.A., M.A., University of 

Ph.D., University of Massachusetts 
Vivian A. Parsons 
Instructor in Russian 
A.B., Brandeis University 
M.A.T., Harvard University 
William H. Parsons 
Associate Professor of History and 

Russian Studies 
A.B., Grinnell College 
A.M., Harvard University 
Ph.D., Indiana University 
Pedro N. Trakas 
Professor of Spanish 
A.B., Wofford College 
M.A., Universidad Nacional de 

Ph.D., University of North Carolina 
Litt.D., Wofford College 

Faculty of the Collegium 
of Creative Arts 

J. Thomas West 

Chairman, Creative Arts Collegium 

Professor of Psychology 

B.S., Davidson College 

M.A., University of North Carolina 

Ph.D., Vanderbilt University 

Richard R. Bredenberg 
Professor of Education 
A.B., Dartmouth College 
B.D., S.T.M., Oberlin College 
D.Min., Vanderbilt University 
Ph.D., New York University 

James R. Carlson 

Professor of Theatre Arts 
A.B., Hamline University 
M.A., University of Minnesota 

James G. Crane 

Professor of Visual Arts 

A.B., Albion College 

M.A., State University of Iowa 

M.F.A., Michigan State University 

John K. Eckert 

Assistant Professor of Art 

B.A., Eckerd College 

M.F.A., Cranbrook Academy of Art 

Joan D. Frosch 
Assistant Professor of Dance 
B.F.A., California Institute of Arts 
M.A., Teachers College, 
Columbia University 

Robert O. Hodgell 
Associate Professor of Art 
B.S., M.S., University of Wisconsin 

Richard B. Mathews 
Associate Professor of Literature 
B.A., University of Florida, 
University of Heidelberg 
Ph.D., University of Virginia 

J. Peter Meinke 

Professor of Literature 
A.B., Hamilton College 
M.A., University of Michigan 
Ph.D., University of Minnesota 

Molly K. Ransbury 
Director of Teacher Education 
Associate Professor of Education 
B.S., M.S., State University of 

New York 
Ed.D., Indiana University 

Margaret R. Rigg 
Associate Professor of Visual Arts 
A.B., Florida State University 
M.A., Presbyterian School of 
Christian Education, Richmond 

Frank R. Schorn 
Assistant Professor of Education 

and Human Development 
B.A., University of Bridgeport 
M.A., Long Island University 
Ed.D., University of Massachusetts 

Arthur N. Skinner 

Visiting Instructor of Visual Arts 

B.A., Eckerd College 

M.V.A., Georgia State University 

Shirley A. Smith 
Assistant Professor of Music 
B.Mus., Oberlin College 
M.Mus., Syracuse University 

William E. Waters 
Professor of Music 
A.B., University of North Carolina 
M.A., College of William and Mary 

Faculty of the Collegium 
of Letters 

Felix Rackow 

Chairman, Collegium of Letters 
Professor of Political Science, 

Pre-Law Adviser 
B.S.,M.A., Ph.D., Cornell 


Burr C. Brundage 

Professor of History 
A.B., Amherst College 
Ph.D., University of Chicago 
Alan W. Carlsten 

Professor of Religion and Speech 
B.S., University of Oklahoma 
M.Div., McCormick Theological 
Albert Howard Carter, III 
Assistant Professor of Comparative 

Literature and Humanities 
A.B., University of Chicago 
M.A., M.A., Ph.D., University of 
J. Stanley Chesnut 
Professor of Humanities and 

Associate Dean of Faculty 
B.A., University of Tulsa 
M.Div., McCormick Theological 

M.A., Ph.D., Yale University 
Julienne H. Empric 

Chairman, Foundations Collegium 
Assistant Professor of Literature 
B.A., Nazareth College of 

M.A., York University 
Ph.D., University of Notre Dame 
Rejane P. Genz 
Professor of French Language and 

A.B., Sillery College, Quebec City 
License es lettres, Ph.D., Laval 
Keith W. Irwin 
Professor of Philosophy 
A.B., Cornell College 
M.Div. Garrett Theological 
William F. McKee 
Professor of History 
B.A., College of Wooster 
M.A., Ph.D., University of 
James H. Matthews 
Associate Professor of Literature 
B.A., Seattle Pacific College 
M.A., Ph.D., Vanderbilt University 
Peter A. Pav 
Professor of Philosophy 
B.A., Knox College 
M.A., Indiana University 
William C.Wilbur 

Professor of British and Modern 

European History 
A.B., Washington and Lee 

Ph.D., Columbia University 

Faculty of the Collegium 
of Natural Sciences 

William B. Roess 

Chairman, Collegium of Natural 

Professor of Biblogy 

B.S., Blackburn College 

Ph.D., Florida State University 
Wilbur F. Block 

Associate Professor of Physics 

B.S., M.S., Ph.D., University of 
Joan T. DAgostino 

Associate Professor of Chemistry 

A.B., Rutgers University 

Ph.D., University of Cincinnati 
John C. Ferguson 

Professor of Biology 

A.B., Duke University 

M.A., Ph.D., Cornell University 
Wayne C. Guida 

Assistant Professor of 

B.S., M.S., Ph.D., University 
of South Florida 
Irving G. Foster 

Professor of Physics 

B.S., Virginia Military Institute 

Ph.M., University of Wisconsin 

Ph.D., University of Virginia 
Sheila D. Hanes 

Assistant Professor of Biology 

B.A., Baylor University 

M.S., University of Illinois 

Ph.D., Ohio University 
George W. Lofquist 

Professor of Mathematics 

B.S., University of North Carolina 

M.S., Ph.D., Louisiana State 
James M. MacDougall 

Associate Professor of Psychology 

B.S., Highlands University, New 

M.A., Ph.D., Kansas State 
Billy H. Maddox 

Professor of Mathematics 

B.S., Troy State College 

M.Ed., University of Florida 

Ph.D., University of South Carolina 
Robert C. Meacham 

Professor of Mathematics 

A.B., Southwestern at Memphis 

Sc.M., Ph.D., Brown University 
Richard W. Neithamer 

Professor of Chemistry 

B.S., Allegheny College 

Ph.D., Indiana University 
George K. Reid 

Professor of Biology 

B.S., Presbyterian College, South 

M.S., Ph.D., 

University of Florida 






LeRoy J. Lebbin 

Head Librarian 

M.S.L.S., Western Reserve University 
David W. Henderson 

Readers'Services Librarian 

A.M.L.S., Florida State University 
Joanne J. Lofquist 

Technical Services Librarian 

S.M.L.S., University of North 
Cloyd H. McClung 

Reference Librarian 

A.M.L.S., Florida State University 


James R. Harley 

Director of Athletics 
Associate Professor of Physical 

B.S., Georgia Teachers College 
M.A., George Peabody College 
William Livesey 
Assistant Professor of Physical 

B.S., University of Maine 


Clark L. Allen 

Professor Emeritus of Economics 
Ph.D., Duke University 

Tennyson P. Chang 

Professor Emeritus of Asian Studies 
Ph.D., Georgetown University 

Emil Kauder 
Professor Emeritus of Economics 
Ph.D., University of Berlin 

Dudley E. South 
Professor Emeritus of Mathematics 
Ph.D., University of Michigan 

Frances M. Whitaker 
Registrar Emeritus 
M.A., Columbia University 

Frederic R.White 
Professor Emeritus of Classics 
Ph.D., University of Michigan 

Daniel A. Zaret 
Professor Emeritus of Russian 
Ph.D., University of Moscow 



Interim President 

Marjorie R. Nincehelser 

Administrative Secretary 


Richard Ray Hallin 


Dean of Faculty 

B.A., Occidental College 

B.A., M.A., Exeter College, Oxford 

University, England 
Ph.D., Columbia University 


A. Jack Bazemore, MBA. 

Director, Financial Aid 
Clark H. Bouwman, Ph. D 

Dean of Special Programs 
Patricia E. Bouwman, B. A. 

Learning Resources Center 
J. Stanley Chesnut, Ph D 

Associate Dean of Faculty 
Gary W. Cotter, M S. 

Director of Admissions 
Sharon M. Covert, B. A. 

Assistant Director, Career-Services 
Frank M. Figueroa, Ed. D. 

Coordinator, International 

Student Admissions 
Quentin F. Gamelin, B. A. 

Admissions Counselor 
Ofelia E. Garcia, MA 

Associate Director, Admissions 
Christine H. Johnson, B. S. 

Assistant Director, Admissions 
Sheila M. Johnston, M. A. 

Director, International Education 

and Off-Campus Programs 
Claire M. Parachini, B. A. 

Admissions Counselor 
Moses Stith,M. Div. 

Admissions Counselor 
Ruth R.Trigg, B. A 


Sarah K. Dean, M. Rel, M. A. 

Vice President and Dean 

of Student Affairs 
Tom J. Balistrieri, M. A. 

Acting Career Counselor 
Alice B. Collier, M. Ed. 

Associate Dean, Dormitory 

and Special Programming 
William C. Covert, A. A. 

Director, Waterfront Activities 

ARC Instructor 
Barbara J. Ely, R N. 

Director, Nursing Services 
Richard J. Herdlein, M A., M S. 

Director, Student Activities 

and Recreation 
Paul A. Herman, Ph D 

Dean of Residential Affairs 
David). Hobbs, M D 

Director, Health Services 
Mary Louise Jones, R.N. 

Night Nurse 
Sara L. Kistler, M. S 

Associate Dean, Housing 
M.June Lamb, M S W 

Acting Personal Counselor 
David M.Smith, B A , A D 

Manager, Professional Food 

Management Food Services 
Moses Stith,M Div 

Coordinator, Afro-American 

Support Services 


Robert B. Stewart, B S. 

Vice President for Development 

and College Relations 
Christine B. Buhrman, M. M. 

Director, Annual Giving 
Charles B. Hoffman, B. S. 

Director, Alumni Relations and 

Academy for Senior Professionals 
Joseph S. McClure, Th. M. 

Director, Church Relations 
Betty Ray, B A 

Director, Public Information 
Robert L. Shroyer, B. S. 

Director, Planned Giving 
John R. Watson, B A. 

Director, Development 


L. R. Smout, B. A. 

Vice President for Business Affairs 
Shirley D. Amedeo 

Director of Personnel 

Charles F.Gibbs, B A 

Director, Purchasing and Store 
James E. Hampton, Jr., B. B. A. 

Director, Accounting and Finance 

William A. Hofacker, B. S. 

Director, Physical Plant and Services 
Leonard J. Walkoviak 

Director, Data Services 


Mr. Robert T. Sheen 

The Rev. Clem E. Bininger 

Vice Chairman 
The Rev. Lacy R. Harwell 

Vice Chairman 

Mr. William R. Hough 

Mr. Richard O. Jacobs 

Assistant Secretary 
Mrs. Marjorie R. Nincehelser 

Assistant Secretary 

Mr. W. D. Bach 

Pensacola, Florida 
Mr. William M. Bateman 

Hornblower & Weeks - Hemphill, 
Noyes, Inc. 

Palm Beach, Florida 
Mr. Joseph A. Benner, Jr. 

Raleigh, North Carolina 
The Rev. Clem E. Bininger, D.D., 

First Presbyterian Church 

Fort Lauderdale, Florida 
Mrs. Lawrence C. Clark 

St. Petersburg, Florida 
Mr. Charles Creighton 

Creighton's Restaurants 

Fort Lauderdale, Florida 
The Rev. Thomas J. Cumming 

Plantation United Presbyterian 

Plantation, Florida 
The Rev. Robert P. Douglass, D.D. 

Stated Clerk, Executive Secretary 

The Synod of Florida 

Presbyterian Church in the U.S. 

Orlando, Florida 
Mr. Jack M. Eckerd 

Clearwater, Florida 
The Rev. Paul M. Edris, D.D. 

Daytona Beach, Florida 
The Rev. Irvin Elligan, Jr. 

New Covenant Presbyterian Church 

Miami, Florida 
Mr. J. Colin English 

Edinburgh Investment Corp. 

Tallahassee, Florida 
Mrs. Mildred Ferris 

St. Petersburg Beach, Florida 
Mr. J. Peter France 

St. Petersburg, Florida 
Mr. H.D. Frueauff, Jr. 

Tool Engineering Service 

Tallahassee, Florida 
The Rev. T. Robert Fulton, D.D. 

South Jacksonville Presbyterian 

Jacksonville, Florida 

Mr. John Michael Garner 

First State Bank in Miami 
Miami, Florida 
Mr. Willard A. Gortner 

Smith Barney, Harris Upham 

and Co., Inc. 
St. Petersburg, Florida 
Senator Ben Hill Griffin, Jr. 
Ben Hill Griffin, Inc 
Frostproof, Florida 
The Rev. William V. Grosvenor, D.D. 
United Presbyterian Church of the 

Sarasota, Florida 
Dr. Sarah Louise Halmi 

Clearwater, Florida 
Mrs. Lorena C. Hannahs 

Redington Beach, Florida 
The Rev. Thomas L. Harrington 
First United Presbyterian Church 
Tequesta, Florida 
The Rev. Lacy R. Harwell 
Maximo Presbyterian Church 
St. Petersburg, Florida 
Mr. William R. Hough 
William R. Hough & Co. 
St. Petersburg, Florida 
Mr. Frank M. Hubbard 
Hubbard Construction Co. 
Orlando, Florida 
The Rev. Robert F. Inman 
First Presbyterian Church 
Fort Walton Beach, Florida 
Mr. Richard O. Jacobs 

Jacobs, Robbins & Caynor, P. A. 
St. Petersburg, Florida 
Mr. Stephen R. Kirby 

St. Petersburg, Florida 
Mr. Oscar R. Kreutz 
Chairman Emeritus and Consultant 
Florida Federal Savings and Loan 

St. Petersburg, Florida 
Mr. E.Colin Lindsey 

Belk-Lindsey Stores, Inc. 
Tampa, Florida 
The Rev. Seth C. Morrow, D.D. 
First Presbyterian Church 
Delray Beach, Florida 
Mr. Edward P. Nickinson, Jr. 
John A. Merritt &Co. 
Pensacola, Florida 
Mr. Howard W. Nix, Jr. 

Landmark Union Trust Bank 
St. Petersburg, Florida 
Mr. William F. O'Neill 

St. Petersburg, Florida 
Dr. Benjamin L. Perry, Jr. 

Tallahassee, Florida 
The Rev. Arnold B. Poole, D.D. 
Pine Shores Presbyterian Church 
Sarasota, Florida 

Mrs. Woodbury Ransom 

Chicago, Illinois 
Mr. Arthur J. Ranson, III 

Robertson, Williams, Duane & 
Lewis, PA 

Orlando, r lorida 
Dr. Joseph H. Reason 

Tallahassee, Florida 
Mr. GeraldS. Rehm 

Jack and Ruth Eckerd Foundation 

Clearwater, Florida 
Mr. George Ruppel 

Modern Tool & Die Co. of 
t lorida 

Pinellas Park, Florida 
Mr. Robert T. Sheen 

Milton Roy Company 

St. Petersburg, Florida 
Mrs. John W.Sterchi 

Orlando, Florida 
Mr. Stewart Turley 

Jack Eckerd Corporation 

Clearwater, Florida 
Mr. William W. Upham 

The Upham Agency 

St. Petersburg Beach, Florida 
Mrs. John P. Wallace 

St. Petersburg, Florida 


eckgRD conece 


The Rev. Harvard A. Anderson, D.D. 

Longwood, Florida 
The Rev. Robert C. Asmuth 

First Presbyterian Church 

Fort Myers, Florida 
Dr. Gordon W. Blackwell 

Greenville, South Carolina 
Mr. Charles J. Bradshaw 

Miami Shores, Florida 
Mr. Cecil V.Butler 

C.V., Butler Farms 

Havana, Florida 
Mr. ). Leo Chapman 

West Palm Beach, Florida 
The Rev. Roy B. Connor, Jr., D.D. 

Pompano Beach, Florida 

The Rev. John B. Dickson, D.D. 

Clearwater, Florida 
Mrs. ). Morton Douglas 

Weirsdale, Florida 
Mrs. Charles G. Gambrell 

New York, New York 
The Rev. JackG. Hand, D.D. 

The Palms Presbyterian Church 

Jacksonville Beach, Florida 
Dr. W. Monte Johnson 

Lakeland, Florida 
Dr. William H. Kadel 

Sarver, Pennsylvania 
Dr. Philip J. Lee 

Seaboard Coastline Railroad 

Tampa, Florida 

Mr. Elwyn L. Middleton 

Palm Beach, Florida 
Mr. Benjamin G. Parks 

Naples, Florida 
Mr. Harry M. Piper, CLU 

Piper and Associates 

Seminole, Florida 
Dr. |. Wayne Reitz 

Gainesville, Florida 
The Rev. Richard L. Scoggins, D.D. 

Cornelia, Georgia 
Mr. David L. Wilt 

Wilt and Associates 

Arlington, Virginia 


August 19 
August 20 
September 8 
September 9 
September 10 
September 12 
September 14 
September 16 
September 21 
September 30 
October 26 
October 26-27 
October 27-28 
October 31 
November 4 
November 21-23 
November 24-25 
December 14 
December 15-17 
December 17 
January 2 
January 3 
January 4 
January 26-27 
January 27 
January 30 
February 6 
February 9 
March 15 . 
March 16-17 
March 18 
March 27 
March 28 
March 29-30 
April 3 
April 4-6 
May 4 
May 4-8 
May 12 
May 15 

Freshmen arrive and register before 3:00 p.m. 

Autumn term classes begin 

Residence houses open to upperclass students at 8:00 a.m. 

Registration for fall term, all students; autumn term ends at 4:30 p.m. 

Reexaminations and independent study examinations 

Fall term and module 1 begin at 8:00 a.m. 

Opening celebration 

End of drop/add period for module 1 courses 

End of drop/add period for fall term courses 

Winter term registration 

Module 1 classes end 

Meeting of Board of Trustees 

Examination period, module 1 courses 

Module 2 begins at 8:00 a.m. 

End of drop/add period for module 2 courses 

Registration for spring term 

Thanksgiving holiday; no classes 

Fall term and module 2 classes end 

Examination period, fall term and module 2 courses 

Christmas recess begins at 11:30 a.m. Residence houses close at 5:00 p.m. 

Residence houses reopen at 12:00 noon 

Winter term begins at 8:00 a.m. All projects meet 

Last day to enter winter term, end of drop/add period 

First comprehensive examination period 

Winter term ends at 4:30 p.m. 

Spring term and module 3 begin at 8:00 a.m. 

End of drop/add period for module 3 courses 

End of drop/add period for spring term courses 

Module 3 classes end 

Examination period, module 3 courses 

Spring recess begins; residence houses close at 5:00 p.m. 

Residence houses reopen at 12:00 noon 

Module 4 begins at 8:00 a.m. 

Meeting of Board of Trustees 

End of drop/add period for module 4 courses 

Second comprehensive examination period 

Mentor conferences and contracts for 1978-79; no classes 

Registration for fall term 1978-79 

Module 4 classes end 

Study day 

May 16-18 Examination period, spring term and module 4 courses 

May 21 Baccalaureate-Commencement 

May 22 Residence houses close at 10:00 a.m. 

June 5 -July 28 Summer term 

June 5 -June 30 Module A 

July 3 -July 28 Module B 



1. Upham Administration Building 

2. Ben Hill Griffin Chapel 

3. Lewis House 

4. Physical Plant 

5. Frances and Bivian McArthur 
Physical Education Center 

6. Psychology Laboratory 

7. F. Page Seibert Humanities Building 

8. Forrer Language Center 

9. Robert T. Sheen Science Center 
Chemistry & Physics 
Science Auditorium 


10. Dendy-McNair Auditorium 

11. William L her Cobb Library 

12. R.W. and Helen Roberts Music Center 

13. Christiana and Woodbury Ransom 
Visual Arts Center 

14. Bininger Center 

for Performing Arts 

15. Boat House 

16. Edmundson Hall 

17. Brown Hall 

18. Lindsey Hall 

19. Fox Hall 

20. Webb Health Center 

21. Student Cafeteria 

22. Alpha Residence Cluster 

23. Beta Residence Cluster 

24. Gamma Residence Cluster 

25. Delta Residence Cluster 

26. Epsilon Residence Cluster 

27. Zeta Residence Cluster 

28. Kappa Residence Cluster 

29. Tennis Court 

30. Gate House 

(Bayway) 54th AVENUE SOUTH 

Visitor parking areas 
shown in blue 
Lakes and waterfront 
shown in light green